2025-2026 Upper School Plan of Studies by Carrollton School of the Sacred Heart

Upper School Plan of Studies

2025-2026

Mission

Carrollton educates young women to assume leadership and to take initiative by promoting the hope, passion, commitment, and compassion necessary to meet the challenges of our complex society. The entire educational program has as its end the formation of balanced and self-assured women who possess the courage and confidence to respond generously, competently, and responsibly to the demands of their lives and to the needs of the world. Through challenging programs, and our commitment to the Goals and Criteria of Sacred Heart Schools, we endeavor to foster in each student an active faith in God, a deep respect for intellectual values, a commitment to social awareness, personal integrity, self-discipline, and the commitment to build community.

The Goals

Schools of the Sacred Heart commit themselves to educate to:

GOAL I A personal and active faith in God

GOAL II A deep respect for intellectual values

GOAL III A social awareness which impels to action

GOAL IV The building of community as a Christian value

GOAL V Personal growth in an atmosphere of wise freedom

“Your example, even more than your words, will be an eloquent lesson to the world”

- Saint Madeleine Sophie Barat

Academic Advisors

ACADEMIC LIFE

Each student is assigned an academic advisor upon entry to the Upper School. Students will meet with their advisor to discuss academic coursework, concerns and related areas of personal growth. Meetings with advisors are typically scheduled during a student’s resource period. Students and parents are welcome to communicate concerns regarding academic life to their academic advisor.

Simonette Echeverri, Grades 7 and 8 Academic Advisor

Louris Otero, Grades 9 and 10 Academic Advisor

Liza Abreu, Grades 11 and 12 Academic Advisor

College Counselors

College Counselors review a variety of college-related topics with students in Grades 9-11. Individual meetings with college counselors begin in the second semester of Grade 11 after each student is assigned a college counselor. Counselors will meet individually with each students, followed by a family meeting.

Carol Recicar, Director of College Counseling

Michele Patterson, Associate Director of College Counseling

Maria Paula Bernal, College Counselor

Resource Period

In addition to seven academic courses, each student in grades 9-12 is scheduled for a resource period. Students are expected to use this period wisely to complete coursework, meet with teachers, advisors, or counselors, or participate in developmental curriculum sessions or special assemblies.

Office Hours

Additional help is available to students through office hour sessions and by appointment. Office hours are typically scheduled from 7:45 am to 8:25 am, from 3:30 pm to 3:45 pm, and during resource periods. Each teacher may offer additional availability by appointment. Students placed on Academic Warning or Academic Probation are required to attend office hours to improve their academic standing.

Assessment Center

The Upper School Assessment Center is located in Room 403 of Cooke Hall and is available to students in Grades 9-12. The Assessment Center hours are 7:45 a.m. - 3:45 p.m. Monday through Friday with extended hours until 6:00 PM on Tuesdays, Wednesdays and Thursdays. The Center is closed during assembly and lunch period.

Students should schedule make-up and/or extended time exams in consultation with their teachers. Students should be mindful of the following information regarding the use of the Assessment Center:

• Students must be on time to their assessments. Tardy students will not be allotted additional time to finish an assessment, even with an extended time accommodation.

• Students may only enter the Assessment Center with the allowed materials, resources and water. No backpacks are permitted.

• Students cannot schedule assessments during other classes or their lunch period.

• Students may not begin an assessment if the time allotted extends into a class or assembly without permission. If the assessment extends into the next period class, the teacher will need to give permission in advance. If the student is missing assembly, the dean of student life will need to give permission in advance. The student is responsible for discussing and obtaining such permission.

ExtendedTimeAccommodations

If extended time is needed as an accommodation and use of the Assessment Center is required, this will be coordinated by the subject area teacher and the student. Assessments should be completed on the same day they are given. If a student needs to work past 3:45 p.m., the student will make the necessary arrangements with the subject area teacher and the Assessment Center staff before beginning the assessment.

Make-upAssessmentsandPre-plannedAbsences

Students must consult with their teachers to schedule make-up assessments and pre-planned absences. The Assessment Center will reserve seats for students who miss an assessment and need to take it before being admitted to school.

For pre-planned absences students are responsible for filling out a Pre-Planned Absence Form and submitting it to their teachers. It requires a teacher signature for each missed class period. Once signed and completed by the teachers, it will then need a signature from the academic advisor first, and then the dean of student life, with an agreed upon date on which the assessment(s) will be taken.

AbsencesDuetoIllness

When a student is absent due to illness, it is her responsibility to complete her make-up work. The student will be allotted days equal to the time missed. For example, if the student misses three days because of illness, then she will have three days upon return to school to complete the work. Failure to abide by agreed-upon make-up arrangements will result in a penalty at the discretion of the teacher and school administration. If requested by the teacher, the student will need to take their assessment in the Assessment Center.

AbsenceswithoutaPre-PlannedForm

If a student misses an assessment and it was not a pre-planned absence, the student will take their missed assessment on the day that they return to school, which will be coordinated with the teacher. If requested by the teacher, the student will need to take their assessment in the Assessment Center.

Tardies

If a student arrives late to school and misses an assessment that was not pre-planned with the teacher, the assessment must be completed on the same day it was scheduled. If requested by the teacher, the student will need to take their missed assessment in the Assessment Center. For additional information about policies regarding absences and make-up work, please refer to the Upper School Handbook.

Grading Guidelines

ACADEMIC PROCEDURES

Along with the course of study, it is expected that each student is committed to: demonstrating a respectful attitude towards God, self, and others; developing self-discipline and responsible decision-making; and engaging in effective action and reflection for sound intellectual and spiritual formation. Alpha-numeric grades indicate levels of achievement.

For work of exceptional quality (A):

• Exceptional grasp of content and mechanics

• Excellent communication skills through oral, written, visual, and kinetic formats where appropriate

• Thorough preparation of assignments, homework, and study habits, often going beyond assigned requirements

For work of strong quality (B):

• Thorough grasp of content and mechanics

• Strong communication skills through oral, written, visual, and kinetic formats where appropriate

• Regular and thorough preparation of assignments and homework; sound study habits.

For work of satisfactory quality (C):

• Basic grasp of content and mechanics

• Basic communication skills through oral, written, visual, and kinetic formats where appropriate

• Adequate completion of assignments and homework; acceptable study habits

For work that meets the minimum requirements of the course (D):

• Minimal grasp of content and mechanics

• Minimal communication skills through oral, written, visual, and kinetic format where appropriate

• Incomplete assignments; poor study habits; inadequate class preparation

For work which is unsatisfactory and, therefore, does not meet the requirements of the course (F):

• Grasp of content and mechanics is inadequate for proceeding to the next level

• Ineffective communication skills through oral, written, visual, and kinetic formats where appropriate

• Demonstrates lack of effort in routine required tasks: completing assignments; preparing for class; study habits.

In addition to the quality of work, conscientiousness, and attendance, an exceptional student demonstrates the skills and attributes of initiative, self-motivation, and participation that are integral to a student’s achievement and progress in the course.

Course Recommendations and Placement Policy

Course recommendations are based on the teacher's assessment of student knowledge and skills and its match with an appropriate level of difficulty at the next stage, a determination made based on student performance in class. Normative data from entrance exams and standardized testing may be used to inform placements and recommendations. Honest advice on the best placement for our students is based on a comparative analysis of their academic performance and the student’s demonstration of initiative, selfmotivation, and participation as outlined in Carrollton’s Grading Guidelines.

If students do not succeed at the desired level, as observed by their teachers, there is a drop/add period to make adjustments to the schedule. Although more difficult, placement can be reassessed at the end of the first marking period. In these situations, grades already earned by the student will transfer to the new course.

Upper School Placement Guidelines

• Students wishing to move up in levels (e.g. from Geometry to Honors Algebra II) must earn a minimum overall average of a 93.

• Students earning a minimum of 75 will have the option of remaining at their current level after a conversation with the teacher and their academic advisor.

• Standardized test scores (i.e., ERB/CTP, PSAT or AP) may be used for placement as needed.

• Students must also have the recommendation of their current teacher and, in some cases, the discipline chair, in order to move to a higher level of course work or to enroll in two courses within the same discipline.

• All new students or students wishing to change their world language will sit for a placement exam in the world language they are requesting. Students choosing to begin a new world language will be placed at the beginning level of the course.

• Where more than one level is offered in a language, the Upper School Placement Guidelines will apply.

Course Placement Appeals Process

Requests for reconsideration of a student’s course placement or recommendation should follow the protocol outlined below:

• Requests are made through the student’s academic advisor at the family meeting and thereafter through May 15.

• Requests are reviewed by the discipline chair, who consults with the student’s current teacher and the associate head of the upper school.

• The academic advisor and/or the associate head of the upper school will communicate final decisions to the student and her family on or before June 1.

Scheduling and Course Changes

Upper School scheduling for the following school year begins in March in consultation with the academic advisor. We make every attempt to accommodate all requests and build the Upper School master schedule accordingly. Therefore, any changes to course selections must be communicated to the student’s academic advisor by mid-June, and requests for changes submitted after this deadline may not be accommodated.

A one week period for electives and a two week period for core courses is afforded to students in Grades 912 at the beginning of each school year. During this time, a student may drop a course in consultation with her teacher, academic advisor, the discipline chair and the Associate upper school head. It is the student’s responsibility to obtain approval and signatures on the Drop/Add Form. Another one-week period for semester-long electives is offered at the beginning of the second semester. Students in Grade 9 will remain in their enrolled elective course in semester 1 and can participate in the Drop/Add period for semester 2. Students in Grades 7 and 8 do not have a drop/add period.

If a student withdraws from a class past the closing of this period, the withdrawal will be noted on her transcript with W/P for a passing grade at the time of withdrawal or W/F for a failing grade at the time of withdrawal.

Major and Minor Assessments

Gradebooks are configured with a grading structure where Major assessments account for 70% of a student’s average, and Minor assessments make up the remaining 30%. Individual assignments may be weighed according to their magnitude and import. Students should have no more than two major assessments per day. Know that teachers attempt to avoid this scenario, students should inform them if more than two assessments have been assigned so that alternative arrangements can be made.

Semester Work

All assignments, including papers and special projects, must be completed and submitted to teachers before semester exams begin for Grades 9-12 or by the end of the semester for Grades 7 and 8. All make-up tests/ quizzes must be taken before semester exams unless approval is received from the upper school head. Students are not permitted to hand in any work at the end of a semester in order to affect a grade change on a report card (except in the case of an “Incomplete”).

Incompletes

When a substantial number of major assessments in a course has not been completed due to illness or other extenuating circumstance, an “Incomplete” may be assigned as a grade for the course with the approval of the Associate upper school head. A grade will be assigned when the work is completed and evaluated based on a timeline set by the teacher, academic advisor, and the associate upper school head.

Students granted an “Incomplete” due to extenuating circumstances must complete all major assessments within the two-week extension period to earn credit for the course. Minor assignments may remain as a “zero” in the gradebook. Be aware that late penalties may be applied to a missing assignment’s final grade.

Missing work not cleared within two weeks of the end of the marking period may be considered a “zero” and the students final grade will be calculated accordingly.

Academic Credit

Academic credit for Upper School Courses taken at Carrollton is awarded only after the students successfully completes the course (final grade of D or better). Semester courses are awarded 0.5 credits, and full year courses are awarded 1.0 credit.

Coursework completed outside of Carrollton (FLVS, Miami Dade College, etc. will not be included on the Carrollton transcript or in the calculation of the Carrollton GPA. A student wishing to include these courses with her college application should discuss this with her college counselor.

Course Failures

A failing grade in a course will require remedial work during the summer months prior to going on to the next level. Matriculation is based on completion of remediation before the start of the school year and is subject to approval by the upper school head.

A student who fails a course will need to complete coursework to earn the required credit. Regardless of the grade earned on the summer work, the Carrollton transcript will be updated to reflect a passing grade of D. An exam to ensure understanding of the required material may be required at the beginning of the next academic year.

Should a student not complete the required summer work, she will need to repeat the course in order to complete her graduation requirement. Her transcript will reflect the retake of the course.

Academic Warning

Progress reports issued at the midpoint of the marking period serve as the first notification of concern about a student’s performance in a course. When the report card is published, a student may be placed on academic warning if she has a grade of C - or below in two courses or a D or below in one course. Participation in athletics and co-curricular activities may be restricted at the discretion of the school head, the director of R.I.S.E. (as needed), and the academic advisor to develop an academic improvement plan (AIP) for improvement. When a student meets all the goals outlines in the AIP, she may be removed from academic warning and may be invited to return to athletics and co-curricular activities at the discretion of the school head.

Academic Probation

Students who receive an academic warning and continue to have a current average of C– or below in two or more courses or a D or below in one course in the following semester may be placed on academic probation. During academic probation, participation in athletics and co-curricular activities may be restricted at the discretion of the school head until academic improvement is demonstrated. To address this, the student and her parents must meet with the school head, director of R.I.S.E., and the academic advisor to review the academic improvement plan (AIP). When a student meets all the goals outlined in the AIP, she may be removed from academic probation and may be invited to return to athletics and cocurricular activities at the discretion of the school head.

If the student has not achieved the goals outlines in her AIP by the end of the next semester, she may be asked to withdraw from Carrollton School of the Sacred Heart. This guideline applies to all students, including seniors one semester away from graduation. The decision may be made at the discretion of the school heads and the head of school.

ACADEMIC HONORS

Honor Roll

Honor Roll is awarded at the end of each semester based on the following criteria.

Roll

Graduation with Honors

No grade lower than a B

Graduation with honors will be noted on the Upper School diploma. Each of the two honors designations are based on the following criteria: High Honor Roll 3.75 unweighted GPA

Discipline Awards

Each discipline awards students for their scholarship or achievement in a particular course. These are awarded at the end of each school year according to discipline specific criteria and the following:

The Scholarship Award is given to a student who has demonstrated exceptional ability, interest and a strong work ethic in a particular course. It is awarded to one student in each course.

The Achievement Award is an optional accolade granted by a teacher to a student who has demonstrated significant improvement and applied effort in her studies of a particular discipline. It is awarded to one student per course.

The Four Year Scholarship award is given to a Senior who not only meets criteria for the Scholarship award, but also has sustained a steadfast commitment to the discipline over a period of four years. The recipient exhibits an interest and passion in the discipline that reaches beyond the classroom and benefits the community as a whole.

Goal Awards

Goal Awards are presented to one student per goal in each grade level at the end of each year. Grade level students nominate and faculty vote for the students who represent the spirit of the goal within and around the Carrollton Community. Awards are granted based on the following criteria:

The Goal I: Faith in Action award is presented to the student in each grade level who consistently demonstrates an active faith in God. She engages and promotes prayer and reflection, and demonstrates through her example respect for Sacred Heart values as it related to Goal I.

The Goal III: Service award is presented to the student in each grade level who consistently works to maintain peace, engages in effective action for social change, ministers to the poor and underprivileged, serves her school selflessly and is totally committed to the traditional of the Sacred Heart.

The Goal IV: Building Community award is presented to the student in each grade level who consistently shows through attitude and actions her caring involvement within the Carrollton community.

The Goal V: Wise Freedom award is presented to the student in each grade level who consistently commits herself to personal growth in an atmosphere of wise freedom.

Senior Awards

The following awards are decided upon in committee by the entire Upper School faculty.

The Carrollton Lifers tradition recognizes those students who have attended Carrollton or another Sacred Heart school from Grades 1 through 12.

The Archdiocese of Miami Catholic Leadership Award is given by Archbishop Thomas Wenski for outstanding Catholic leadership in living a life of faith.

The Natalie Papadam Award is presented annually to the graduating senior that best exemplifies the qualities of citizenship, school pride, and passion for life, as well as exhibits a positive spirit toward her fellow classmates an the entire Carrollton community.

The Alumnae Award is given by the Sacred Heart Alumnae Association at Carrollton to an outstanding senior who exemplifies the spirit of the Sacred Heart in word and deed.

The Janet Erksine Stuart Award for Academic Achievement is an honor given to the senior who has demonstrated growth in her overall academic, spiritual, and emotional being. She is a students who understands risk and fearlessly attempts endeavors while focusing on the process rather than the outcome. Across her four years, this student has embodied the commitment and perseverance of Mother Stuart.

The Philippine Duchesne Faculty Award is an honor given to the senior who most exemplifies the attributes associated with St. Philippine Duchesne: courage, humility, determination, selflessness, consistency, and steadiness.

The Saint Madeleine Sophie Barat Award for Academic Excellence is an honor given to the member of the senior class who best embodies a commitment to the educational vision of St. Madeleine Sophie Barat to inspire, renew, and transform society. She inspires the community through her sustained and significant contribution as an outstanding scholar and renews the call to be socially aware, active citizens through her service to others. She is a young woman of courage and confidence who compels others to live out the Goals and Criteria of the Sacred Heart.

Honor Societies

Membership in an honor society is bestowed upon a student. Selection for membership is based on outstanding scholarship, character, leadership and service. Once selected, members have the responsibility to demonstrate these qualities and continue to meet the GPA requirement and all member obligations. Upper school students have the opportunity to be admitted into various honor societies at different points in their academic careers.

Students in Grades 7 and 8 are eligible for admission into the National Junior Honor Society at the beginning of their 8th and 9th grade years. Invitations to apply to NJHS will be sent to students who have an overall GPA of 3.8 with no grade lower than a B– on the transcript.

Students in Grades 11 and 12 are eligible for admission into the National Honor Society and subject area honor societies at the beginning of their 11the and 12th grade years. Eligibility is determined based on the following criteria:

National Honor Society

Overall unweighted GPA of 3.8 with no grade below a B– on the transcript.

Subject Area Honor Societies

Unweighted GPA of 3.75 in the subject area.

Carrollton’s service hour requirement must be up to date by August 1st of the year of induction. Minimum requirements are:

60 hours entering into Grade 11

90 hours entering into Grade 12

Induction into an honor society is dependent on a student’s academic and disciplinary record, including, but not limited to: academic probationary status, attendance, and academic integrity. Potential honor society inductees will be reviewed by the upper school head and associate head, deans of student life, and

academic advisors before students can be invited to apply to an honor society.

InvitationandAdmission

Students will receive invitations from honor societies for which they are eligible before the start of school in August. Invitations contain instructions for application and acceptance to each individual honor society.

In an effort to help our students achieve a sense of balance and allow them to understand true commitment, students may be active members of no more than three subject area honor societies and the National Honor Society, for a total of four commitments.

InductionCeremony

Carrollton’s Honor Society inductions are held in late September or early October each school year.

“We cultivate a very small field for Christ, but we love it, knowing that God does not require great achievements but a heart that holds back nothing for self.”

-Saint Philippine Duschene

GRADUATION REQUIREMENTS

The typical course load for a student is seven courses comprising six core (religious studies, English, mathematics, social science, science, and world language) and an elective until the graduation requirement for each discipline is met. After graduation requirements have been met, students are encouraged to enroll in six core courses to meet college and university expectations. Additional coursework included in the 26 credit graduation requirement can be selected from any discipline of interest to the student. Carrollton’s graduation requirements are as follows:

Religious Studies

English

• Canonical Narratives (9), Christology (10), Morality*/World Religion* (11) and Catholic Social Teaching* (12)

• An additional Religious Studies course is selected in Grade 12 to complete the four year requirement

• IB Diploma candidates must take IB Philosophy HL over two years to fulfill their Religious Studies credit.

• *Morality, World Religions, and Catholic Social Teaching are semester courses.

• Honors English I (9), Honors English II (10)

• AT British Literature or IB Literature HL (11)

• Two Advanced Topics semester courses or IB Literature II HL (12)

Mathematics 3

• Completion of progression through Precalculus

• Placement determined by the department

• Four (4) credits strongly recommended

Social Science

• Honors Modern World History (9)

• Honors American History or AP U.S. History (10)

• Additional coursework within the discipline (11 and/or12)

Science 3

• Biology (9), Chemistry (10)

• Additional lab science (11 and/or 12)

• Placement determined by the department

World Languages 2

• Two (2) consecutive years of the same language are required.

• Three consecutive years of the same language and progression through the fourth level is strongly recommended.

• A second world language may be taken beginning in Grade 10

Performing/ Visual Arts 1

• One-half credit must be fulfilled with a visual or performing art

• One-half credit may be fulfilled with a Practical Art from another discipline

• Credit requirements should be completed in Grades 9 and 10

Physical Education 1

Electives 5

• May be satisfied with a JV or varsity sport, Dance or Lifetime Fitness.

• Students may fulfill this requirement with courses from any discipline.

Performing and Visual Arts Credit

Students may fulfill their Performing and Visual Arts graduation requirement (1 full credit) through participation in an instrumental ensemble, choir, dance team or theater production. Each year of participation is awarded .5 credit and is recorded on the student’s transcript as “CR.” Credit is determined by a student’s attendance and participation in the program. It is important to note that the credit is not calculated in the Carrollton GPA.

Physical Education Credit

Students wishing to apply outside athletic activities to this credit should consult with their academic advisor and complete the PE Waiver Form. Beginning with the Class of 2027, PE Waiver forms will only be accepted for sports and other athletic activities not offered at Carrollton. Private training, gym attendance/classes will not fulfill the physical education requirement. Additionally, students entering the full IB Diploma Program will not have to earn a physical education credit. Students may also seek to fulfill this credit by enrolling in an approved Florida Virtual School Physical Education course. Course selection and registration is done in consultation with the student’s academic advisor.

Student-athletes in Grades 9-12 wishing to complete their physical education requirements through participation in competitive athletics, must meet the 95% attendance rate throughout the season. Participation in a Carrollton JV Sport will earn a student-athlete .5 credit and a Carrollton Varsity Sport 1 credit. Participation on a novice level or practice team through Carrollton Athletics will not count toward the physical education requirement. For matters pertaining to physical education credit, it is the upper school head who has final authority.

Independent Study

Designing and pursuing an independent study is an opportunity available to students in Grade 12. An independent study allows a student to explore a topic of interest beyond the bounds of the curriculum under the close supervision of a faculty member who has agreed to direct the student’s work. Independent studies do not fulfill graduation requirements in specific disciplines, and students enrolled in an independent study must also be enrolled in at least five regularly scheduled classes. Students interested in pursuing an independent study should speak with their academic advisor.

ACADEMIC PROGRAMS

The academic program at Carrollton is personalized to each student. Students have the option to pursue a wide variety of coursework across three programs: Advanced Placement, Advanced Topics, and International Baccalaureate courses.

Advanced courses develop skills to facilitate independence, collaboration, clear communication, responsibility, and perseverance in all content areas. AP and IB courses follow the curriculum set by the College Board or International Baccalaureate Organization, and students are expected to sit for the respective exam for the course at the end of the school year. Advanced Topics courses are taught at a level that meets or exceeds that of the International Baccalaureate and Advanced Placement Programs. All advanced courses at Carrollton encourage students to think critically and search for creative solutions to problems while completing college level coursework.

Students have access to advanced coursework early as Grades 9 and 10, and by Grade 11 students may choose to pursue an IB Diploma or create a blended course of study that includes courses from all three

programs. By combining different curricular approaches, students are able to construct schedules that highlight their interests and abilities. Crafting the right path for each student is a process that involves students, parents, subject area teachers and the academic advisors.

INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAM

The International Baccalaureate Program (IBDP) is a two-year international curriculum taken during the 11th and 12th Grades. Highly regarded by national and international universities, the IBDP develops higher order cognitive skills with focus on the student’s ability to think analytically and critically, to integrate and apply learning to collaborative work, and to communicate learning in oral and written work. The program requires study in six subject areas and may result in college and university credit and/or access to Honors programs.

The IB Diploma Program and the Sacred Heart Learner

The International Baccalaureate’s mission, “to develop inquiring, knowledgeable and caring young people”, is already deeply ingrained in our Sacred Heart education and values and is reflected in the School’s day-today life. Sacred Heart Goals and Criteria speak to the education of the whole person though their mind, body, and soul, as well as to the global consciousness that is important to the formation of international mindedness in our students. In particular, Goal III’s call “to a social awareness that impels to action” is aligned with the IB’s desire for students “to create a peaceful world through intercultural understanding and respect”.

IB’s Learner Profile meets the profile of the Sacred Heart Learner to create a powerful blend of attributes to which Carrollton’s IB students aspire. The portrait of a Sacred Heart Learner describes the skills, attitude, and emerging attributes nurtured in Sacred Heart students. Likewise, the attributes listed in the IB Learner Profile work together to form globally aware and internationally minded individuals who work for the betterment of their communities.

IB Diploma Requirements

Students are required to take IB classes across the six subject groups as indicated by the IB Circle. In addition to this rigorous course of study, students are required to complete the IB Diploma Core: Theory of Knowledge (TOK), Creativity, Activity Service (CAS), and the Extended Essay.

• Theory of Knowledge is an interdisciplinary component that explores the different concepts of knowledge found in the subject areas.

• The Extended Essay is an externally assessed independent research assignment of 4,000 words in one of the six subject areas.

• Creativity, Activity, Service requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or complete activities related to each of the components separately.

IB Scores and Results

IB Diploma scores are based on six subjects, each graded on a 1–7 scale, for a maximum of 42 points. Up to 3 additional points may be awarded combining results from the Theory of Knowledge (TOK) and the Extended Essay (EE). The CAS (Creativity, Activity, Service) component must be completed but is not graded. The highest possible score is 45, and a minimum of 24 points is required to earn the diploma, along with meeting all core and subject-specific requirements

IB Offerings for the 2025-2026 School Year

Group 1: Studies in Language and Literature

English A: Literature HL

French A: Language and Literature HL

Spanish A: Language and Literature HL

Group 2: Language Acquisition

Group 3: Individuals and Societies

Group 4: Science

Group 5: Mathematics

Group 6: The Arts

Core:

French SL and HL

Mandarin SL

Spanish SL and HL

History SL

History of the Americas HL

Philosophy HL

Psychology SL

Biology HL

Chemistry SL

Marine Science SL

Math: Applications and Interpretations SL

Math: Analysis and Approaches HL

Dance SL

Theater SL and HL

Visual Arts SL

Creativity, Activity, Service

Extended Essay

Research and Inquiry

Theory of Knowledge

The IB Diploma Program requires students to complete six subjects, one from each of the following groups listed above. Students may choose to replace the Arts subject with an additional course from another group (typically Groups 1–4). Of the six subjects, three must be taken at the Higher Level (HL) and three at the Standard Level (SL), ensuring both academic depth and breadth. This balanced subject configuration is designed to develop well-rounded students with strong analytical, communication, and research skills across a range of disciplines.

“What is the good of teaching various subjects, of wasting time in learning them, if at the same time, we cannot teach children the words of life and touch their hearts and their consciences?”

-Saint Madeleine Sophie Barat

Grade 7

Grade 8

Grade 9 Religious

Mathematics

Algebra I

Honors Algebra I

Algebra I

Honors Algebra I

Geometry

Honors Geometry

Geometry

Honors Geometry

Algebra II

Honors Algebra II

Social

French I-III Spanish I-IV

CURRICULUM OFFERINGS

Grade 10 Grade 11

Christology: Who is Jesus Christ?

Morality (.5)

World Religions (.5)

IB Philosophy HL

Honors English II

Algebra II

Honors Algebra II

Precalculus

Honors Precalculus

Honors Precalculus BC

AT British Literature

IB Literature HL

Precalculus

Honors Precalculus

Honors Precalculus BC

Calculus and Statistics

AP Calculus AB

AP Calculus BC

Honors US. History

AP U. S. History

Chemistry

Honors Chemistry

French I and II

Honors French III and IV

AP French Language and Culture

IB French SL and HL

IB French A: Language and

Literature HL

Grade 12

Catholic Social Teaching (.5)

Senior Religious Studies Elective (.5)

IB Philosophy HL

Advanced Topic Senior Electives (.5)

IB Literature HL

Calculus and Statistics

AP Calculus AB

AP Calculus BC

AP Statistics

AT Multivariable Calculus

IB Math: Application and Interpretation SL IB Math: Application and Interpretation SL

IB Math: Analysis and Approaches HL

Honors U.S. Government (.5)

Honors History of the World Since 1980 (.5)

AP U.S. Government

AP Micro/Macro Economics

AP Psychology

AT A Nation of Immigrants

AT Global Issues: Human Rights (.5)

IB History SL

IB History of the Americas SL

Physics

Honors Physics

AP Physics I

AP Physics C: Mechanics

AP Chemistry

AP Environmental Science

AT Genetics and Genomics

IB Biology HL

IB Chemistry SL

World Language Offerings Grades 11 and 12

Honors Mandarin III and IV

Advanced Chinese Conversation

AT Mandarin: Chinese for Business

IB Mandarin SL

Honors U.S. Government (.5)

Honors History of the World Since 1980 (.5)

AP U.S. Government

AP Micro/Macro Economics

AP Psychology

AT A Nation of Immigrants

AT Global Issues: Human Rights (.5)

IB History SL

IB History of the Americas SL

Physics

Honors Physics

AP Physics I

AP Physics C: Mechanics

AP Chemistry

AP Environmental Science

AT Genetics and Genomics

IB Biology HL

IB Chemistry SL

Spanish I and II

Honors Spanish III and IV

AP Spanish Language and Culture

IB Spanish SL and HL

IB Spanish A: Language and Literature

Religious Studies

Religious Studies educators of the Sacred Heart promote a lively, well informed, active faith by creating a welcoming space that encourages students to grow and develop in their relationship with God. In light of the challenges presented by society, we seek to educate Sacred Heart students with the capacity to reflect upon, integrate, and express in word and action the teachings of Christ and the Church.

Religion (7)

The students will be introduced to the books of the New Testament with emphasis on the Gospels and the life and teachings of Jesus Christ. We will look at the Acts of the Apostles, the missionary journeys of St. Paul in the letters, and the Book of Revelation. Throughout the year, students will draw connections between the life and teachings of Jesus Christ and the worship of the Church, through the seven sacraments and liturgical seasons. The course also begins discussing the moral development of the human person through one’s conscience and roots the sacraments and teachings in a call for social justice. As part of their study, students will learn about saints and ordinary people who live out Jesus’ teachings. At the end of the year, we will look at the spread of the faith around the world through the apostles and each student will discover how faith is expressed in the universal Church.

Religion (8)

The students will begin their study of Church history by learning about the four marks of the Catholic Church and designing a project to demonstrate their understanding of these essential characteristics. We will navigate the story of the Church throughout history, looking at key individuals who shaped doctrine and practices as well as the development of the Mass from age to age. Students will also connect lessons from Church history to the formation of their personal consciences and the need for social justice. At the end of the year, we will look at the Church in the modern world and each student will design a project applying Church teaching to the world around them. Throughout the course of the year, students will prepare to receive the Sacrament of Confirmation.

Sacred Scripture

Graduation on Credit: 1

Grade Level: 9th

Graduation Requirement: Religious Studies

Prerequisite: None

This course focuses on the revelation of God’s love for His chosen people and the salvation that relationship brings to the world. The history of salvation leading up to the birth of Jesus is the core of

the class. Breaking down the Pentateuch, as well as the historical books, wisdom books, and the prophets, the students journey with the Israelites as they grow in faith and love for God, while enduring the trials life has in store for the faithful of God. Students experience how the Catholic faith takes root in the teachings and preachings of the Old Testament and how Jesus is the fruition of the Word of God at the beginning of time.

Christology: Who is Jesus Christ?

Graduation on Credit: 1

Grade Level: 10th

Graduation on Requirement: Religious Studies

Prerequisite: Sacred Scripture

The centerpiece of this course will be the person of Christ and a reflection on the Christian tradition. Students will utilize a historical-critical approach to interpreting the New Testament and take a closer look at the historical Jesus of Nazareth. Students will also examine Christ's dual nature and the significance of his Passion and death. This course will also present our belief that Jesus founded his Church, lives within it, and works and teaches in it through the Holy Spirit. Particular attention will be given to the historical Jesus of Nazareth, the Paschal Mystery, the New Testament, and the Church today. Students will also be introduced to what is means to be a disciple of Christ and what life as a disciple entails.

Morality

Graduation Credit: 0.5

Grade Level: 11th

Graduation on Requirement: Religious Studies

Prerequisite: Christology: Who is Jesus Christ?

In his teaching, Jesus reveals that the real meaning of the moral law is more than just a strict adherence to following rules. Moral laws are a means to serve a greater purpose; to lead individuals to living a good life rooted in love: love of God, neighbor, and self. Drawing from Scripture and the lives of the saints, students will be able to inform their consciences and grow in the Christian virtues as young women of faith. They will also be able to exercise love-in-action by choosing a service-learning project for the semester putting these virtues into practice.

World Religions

Graduation on Credit: 0.5

Grade Level: 12th

Graduation on Requirement: Religious Studies

Prerequisite: Christology: Who is Jesus Christ?

The purpose of this course is to invite students to explore, understand, and appreciate how the Catholic Church relates to other world religions. Students will investigate the teachings, practices, traditions, and expressions of spirituality found in non-Christian religions and compare them with Christian belief and practice. They will also learn the value of open and respectful dialogue with those of other faiths as outlined in the Sacred Heart Goals and Criteria.

IB Philosophy HL

Graduation on Credit: 2

Grade Level: 11th and 12th

Graduation on Requirement: Religious Studies

Prerequisite: Christology: Who is Jesus Christ?

The IB Philosophy HL course offers students an opportunity to explore anthropological philosophical inquiry through the lens of Catholic teachings, doctrines, and ethical principles. The first year covers the concepts of human nature, personhood, and freedom, as they relate to Christian morality and ethics, including principles of Catholic Social Teaching. The second year covers the concepts of consciousness, human identity, and the self and the other. Also covered will be the philosophy of religion as it applies to both Catholicism and other world religions. Ethical discussions in this course will cover the gamut of human experience, including but not limited to human sexuality, technology, and care for the environment. In-class activities include essaywriting, class discussion, mock class lessons, and debates. Students will be evaluated based on their ability to communicate philosophical arguments clearly and thoroughly, taking multiple perspectives into account as they draw their conclusions, both orally and in writing.

Catholic Social Teaching

Graduation on Credit: 0.5

Grade Level: 12th

Graduation on Requirement: Religious Studies

Prerequisite: Morality and World Religions

Catholic Social Teaching requires an understanding of and commitment to Jesus’ teachings. As members of a Sacred Heart community, the school’s goal is precisely to glorify the heart of Jesus and proclaim the centrality of God’s message: love. The course explores the seven United States Conference of Catholic Bishop's Catholic Social Teaching Principles. It also explores how these principles impact the Christian worldview. Students will investigate current social justice issues and the daily choices that humans make. Additionally, the course will refer to Catholic Social Teaching and its impact on the economic, social, cultural, political and religious dimensions of current public policy debates.

Senior Religious Studies Electives

Graduation Credit: 0.5

Grade Level: 12th

Graduation Requirement: Religious Studies

Prerequisite: Morality and World Religions

In conjunction with their enrollment in a semester of Catholic Social Teaching, students in Grade 12 will have the option of an elective to complete their Religious Studies graduation requirement. These courses, listed below, will run based on student interest. As such, students will be asked to select a primary and secondary choice.

TheDivineComedy: Dante’s Journey of Love and Knowledge

conditions of these souls after death reveal the true significance of their actions in time and history. The poet-pilgrim can understand these souls and their actions as his own soul, gradually released from its habitually sinful preoccupations, attains the freedom to love and to know. Some representative texts and authors include: Inferno, Purgatorio and Paradiso by Dante Alighieri, Virgil’s Aeneid, St. Thomas Aquinas’s Summa Theologiae, and other influences on Dante.

Existentialism: in Conversation with God

This course aims to understand how the atheistic and Christian categories of existentialism differ or converge. It will first address traditional theodicy, exploring the approaches of Augustine and Thomas Aquinas to the question of God. It will next cover the more typically 17th-century modern approaches: the Wager Argument of Pascal and the Cogito Ergo Sum of Descartes. The course will cover existentialism per se, which became a prominent movement after World War II, delving into Sartre, Camus, and Marcel.

The Global Church: A Survey of Catholicism Around the World

This course seeks to introduce students to the true catholic nature of the Church by exploring Catholic expressions of faith around the globe. The course will be divided into units based on the Church in Asia/ Oceania, Africa, the Americas, Europe, and the Middle East. It will look deeply at Marian feasts and apparitions as well as identify key saints for understanding the spread of Catholicism in each area of the world. By exploring the diversity of religious expression, the course aims to help students recognize the many voices in the Church and to use this information to understand the ever-evolving teachings and practices of the Catholic Church discussed and developed at the numerous synods of the last century. Additionally, the course will highlight the role of the RSCJs in the 40 countries in which they work.

Great Christian Thinkers

This course examines the profound influence of saints and philosophers on Christian thought and human knowledge. Students will explore the contributions of Greek philosophy to Christian theology and study the teachings of select Doctors of

the Church, including St. Augustine, St. Thomas Aquinas, St. Hildegard of Bingen, St. Catherine of Siena, St. Teresa of Avila, and St. Thérèse of Lisieux. Through selected readings, discussions, and analytical writing, students will develop critical thinking and writing skills. By the end of the course, students will gain an understanding of diverse spiritual traditions, the development of theological ideas, and their relevance to contemporary faith and reason.

“This little Society is entirely consecrated to the glory of the Sacred Heart of Jesus, and to the spread of His worship: such is the end which all those who become members must propone to themselves.”

-Saint Madeleine Sophie Barat

Guided by the larger mission of Sacred Heart Education, the English Language Arts Discipline aims to develop in our students a critical consciousness that impels to action by challenging the mind and inspiring the spirit to reflect on and respond to the human experience with hope and compassion.

English

Grade Level: 7th

This course supports the student in strengthening her writing skills and techniques. The students practice both creative and expository writing and they learn peer and self -editing techniques. The course also reviews grammar, punctuation, sentence structure, usage and basic skills, as they are needed to accomplish various writing tasks. Vocabulary is enhanced using the Wordly Wise text and the literature studied. The literature portion of the class includes a unit of poetry, two novels and a play. Literaturebased writing at this grade level is designed to teach the student how to take notes from a novel, read with greater depth, understand and develop analytical skills, and express oneself in writing. Oral expression occurs in groups and independently.

English

Grade Level: 8th

This course covers the fundamental principles of both composition and literature. This course will emphasize the development of critical reading skills. The lessons within the literature portion will require both assigned and independent readings and will focus on the traditional elements of setting, plot, character, and theme within the standard genres of fiction, non-fiction and drama. The writing portion of the course stresses different organizational models and principles. It is expected that students will grow in their ability to write with clarity, fluency, and more sophisticated vocabulary. Additionally, basic grammar is regularly exercised to hone both critical thinking and writing skills. Public speaking will also be a component of the program, wherein students will learn the skills needed to speak before a group and will present a three- to five-minute memorized selection to their classmates.

Honors English I

Graduation Credit: 1

Grade Level: 9th

Graduation Requirement: English

Prerequisite: None

This yearlong course emphasizes the development of skills in critical reading of imaginative and discursive literature and in writing about texts and the ideas they propose. The course focuses on reading critically to deepen appreciation and understanding of poems, short stories, plays, and non-fiction. We give special attention to theme, characterization, setting, point of view, tone, and mood. In our readings, we explore the topics of heroism and the pursuit of knowledge of the world and of oneself. More specifically, the course examines personal identity its sources and influences and its relation to personal beliefs (credo) and ideas of destiny and free will. In addition to in-class works, students select various novels for independent reading projects. The composition portion of this course exposes students to various modes of writing: expository, persuasive, analytical, and creative. The course also emphasizes mastery of the skills of synthesis, ordering ideas into a logical pattern, developing them with pertinent details, and effectively communicating them to the reader with clarity, fluency, and a sophisticated vocabulary. Additionally, students advance their research abilities by integrating their library skills in writing a research-based assignment and compiling an annotated bibliography. Students build their mastery of grammar and mechanics through an in-depth study of parts of speech, sentence structure, phrases, clauses, agreement, and punctuation. This course also includes a special focus on public speaking skills, giving students opportunities to become more proficient and polished in conveying information to others. Students learn concepts and models of communication such as how to effectively support ideas and how to select and organize materials in preparation for speeches and public presentations.

Honors English II

Graduation Credit: 1

Grade Level: 10th

Graduation Requirement: English

Prerequisite: Honors English I

Honors English II is a rigorous, technologically integrated course that develops skills in critical analysis and expression through a chronological approach to American Literature. Students will study literary works of various genres by significant American authors who have shaped American literary history, from the Colonial period to the present. At the honors level, students are expected to read at an accelerated pace as well as to independently read selected materials. Students will challenge traditional readings of texts by creating, supporting, and articulating their interpretations. Students will be able to effectively communicate these interpretations in written and oral format involving synthesis, ordering ideas into logical patterns, and developing ideas using pertinent details ultimately expressing themselves with coherence, clarity, fluency, style, and a sophisticated vocabulary.

AT British Literature

Graduation Credit: 1

Grade Level: 11th

Graduation Requirement: English

Prerequisites: Honors English II

Advanced Topic British Literature is a rigorous, technologically-integrated, year-long course that develops skills in critical analysis and expression through a chronological approach to British literature that traces the development of genres and literary movements from Anglo-Saxon epic poetry to the Twenty-first Century through the examination of various themes, including the acquisition of power, the development of relationships, the formation of society, and the tensions between the individual and society. Students will read novels, a play, short stories, poems, essays, speeches, and passages that will serve to deepen their understanding of British culture, values, traditions, literary periods, and their influence on American culture. Students will challenge traditional readings of texts by creating, supporting, and articulating their interpretations.

Students will be able to effectively communicate these interpretations in written or oral format using skills involving synthesis, ordering ideas into logical patterns, and developing ideas using pertinent details – ultimately expressing themselves with coherence, clarity, fluency, style, and a sophisticated vocabulary. Independent reading assignments tied to British texts will expand student repertoire. (Explicit test-taking instruction is not part of this course, but a student may opt to take the AP Language and Composition Exam and/or the AP Literature and Composition Exam. Consultation with her English teacher and academic advisor is recommended.)

IB Literature HL

Graduation Credit: 2

Grade Level: Grades 11th & 12th Grade

Graduation Requirement: English

Prerequisite: Honors English II

To prepare for the academic requirements of a Sacred Heart graduate, as well as those of the International Baccalaureate English Literature requirements, students will engage in a great deal of critical reading, reflective thinking, insightful discussion, and analytical writing about literature particularly dramas, novels, and poems. Students will be challenged to think independently and to communicate clearly in speech and writing. Students will improve their speaking and writing skills through informal and formal presentations and compositions, which demonstrate a voice and style appropriate to the audience and purpose. An emphasis will also be placed on student/teacher conferences, research, and vocabulary acquisition. Finally, students will utilize technology through participation in online discussions, research, peer editing, and more. In the first year of this two-year IB course, students will complete the Higher Level Essay that consists of writing a 1200 - 1500 word essay on one of the works studied. During the second year, there will be one formal, internally-assessed individual oral as well as two externally-assessed writing examinations. Students will take these IB examinations in May. (Explicit test-taking instruction is not part of this course, but a student may opt to take the AP Language and Literature Exam and/or the AP Literature and Composition Exam. Consultation with

her English teacher and academic advisor is recommended.)

Advanced Topic Senior Courses

Graduation Credit: 0.5

Grade Level: 12th

Graduation Requirement: English

Prerequisite: Any 3rd-year level English course; Independent Study also requires discipline Approval

The senior English AT classes are modeled after college-level seminar courses. Students are expected to immerse themselves in reading and discussing diverse texts deeply and critically as well as to write extensively and analytically through varied formats. In every AT course, the students will be required to read four to five major works (including two independent reading texts) throughout the semester. They will also write three long papers (800-1500 words) and three to five short papers (500-800 words) as well as complete two to three other major assessments that may include a project, a presentation, and/or a creative writing assignment. (Explicit test-taking instruction is not part of any of the English courses, but a student may opt to take the AP Language and Literature Exam and/or the AP Literature and Composition Exam. Consultation with her English teacher and academic advisor is recommended.)

Coming of Age in Fiction

The coming-of-age story is a popular genre that readers young and old have consistently found appealing. From Charlotte Bronte’s Jane Eyre to Kazuo Ishiguro’s Never Let Me Go, the coming-of-age novel has explored what it means to grow up and confront adulthood in a variety of times and places. Students in this course explore several examples of this genre from the nineteenth, twentieth, and twenty-first centuries, and consider how elements such as race, gender, and class affect this journey into adulthood. This course allows some choice in the selection of these readings and includes at least one writing assignment requiring students to craft a coming-of-age narrative of her own that illustrates the obstacles faced by twenty-first century teens. Some representative texts: Jane Eyre by Charlotte

Brontë, Great Expectations by Charles Dickens, What Masie Knew by Henry James, Portrait of the Artist as a Young Man by James Joyce, Catcher in the Rye by J.D. Salinger, Go Tell It on the Mountain by James Baldwin, We Need New Names by Noviolet Bulawayo, Their Eyes Were Watching God by Zora Neale Hurston, Salvage the Bones by Jesmyn Ward, There, There by Tommy Orange, and Everything I Never Told You by Celeste Ng.

TheDivineComedy

: Dante’s

Journey of Love and Knowledge

Dante Alighieri’s three-part Comedy – Inferno, Purgatorio, and Paradiso – integrates various modes of writing: epic narrative, lyrical reflection, dramatic speech, novelistic description, historical analysis, moral polemic, and cosmological speculation. We will study how the poet uses these literary modes to convey his developing awareness of the divine presence that imbues all of history and creation with eternal significance. The poet-pilgrim’s awareness of this significance grows as he learns to understand himself and the souls he encounters on his journey through Hell, Purgatory, and Heaven. The eternal conditions of these souls after death reveal the true significance of their actions in time and history. The poet-pilgrim can understand these souls and their actions as his own soul, gradually released from its habitually sinful preoccupations, attains the freedom to love and to know. Throughout our reading of Inferno, Purgatorio, and Paradiso, we will pay special attention to Dante’s use of diverse literary modes to reflect on his experience, to characterize himself and others, to dramatize the impact of moral choice and action, and to evoke the mystery and beauty of the created order. We will supplement our study of The Divine Comedy with selected readings from Virgil’s Aeneid, St. Thomas Aquinas’s Summa Theologiae, and other influences on Dante.

Literary Monsters and Witches

While monsters and witches have thrilled and hocked generations of readers (and those of us who have jumped just a little when seeing them rendered in film), they have also served a cultural role that critics have spent me trying to unpack. Like these critics, students in this class consider not only what monsters and witches represent but also why human

beings create them in the first place. Students do this critical work together in the classroom with writing as the primary mode of inquiry, using focused free writes, dialectical journals, written conversations, and other tools that are a part of the English program at Carrollton. By the end of the semester, it is expected that students will have become astute writers and thinkers conversant in the rhetoric of monstrosity and witchery. Some representative texts: Beowulf translation by Seamus Heaney (alongside John Gardner’s retelling in Grendel), Frankenstein by Mary Shelley, The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson, Beloved by Toni Morrison, and My Favorite Thing is Monsters by Emil Ferris

Shakespeare in the 21st Century

Why read Shakespeare? Shakespeare's characters fall in love, and out of it, take a dislike to each other, betray each other, misunderstand each other, argue, fight and kill each other, are angry, sad, happy, jealous, envious, distrustful, untrustworthy, deceptive, magnanimous, forgiving... - experiencing practically every human emotion and every human situation. Also, the social issues of Shakespeare's day which feature in the plays - class division, racism, sexuality, intolerance, the role and status of women, crime, war, death, disease - are still the burning issues in today's global society. This course will examine several of Shakespeare’s plays and several of his most famous speeches examining what they have to teach a modern audience. Some representative texts: King Lear, Othello, The Tempest, and Hamlet as well as critical essays from Shakespeare’s time and our own.

The Art of the Short Story

This course examines a wide array of great short stories and considers what makes them so attractive and provocative for modern readers. Brief stories have been told for thousands of years, but “the short story” as we know it today is a uniquely modern literary form, one that arose apparently spontaneously in Russia, Germany, England, France, and the United States in the early 1800s. Why are modern readers drawn to these sharply crafted tales, often recounting seemingly ordinary events but nonetheless charged with symbolic resonance? The

category of the short story includes an immense variety of fictional modes and styles realism, fantasy, mystery, autobiographical reflection, parable, and many others. Yet short stories of all kinds seem to concentrate on moments of insight when characters and readers discern truths that transcend any individual story or personality. Which features account for the mysterious revelatory power of modern short stories? How do these qualities connect to the attractions of stories that have been told since the dawn of (wo)man? Are there certain truths that only short stories can reveal? Some representative authors: Nathaniel Hawthorne, Anton Chekhov, Katherine Anne Porter, James Joyce, Andrei Platonov, Eudora Welty, Paule Marshall, Alice Munro, Raymond Carver, Junot Diaz.

Broadcasting

Grade Level: 7th or 8th

Prerequisite: Journalism

This multidisciplinary course gives 7th-8th grade students the opportunity to create content for Carrollton's TV channel by building upon foundational journalistic, creative writing, and broadcasting design skills. In addition to working on their own projects, students will engage with a wide range of published work, hear from guest speakers in the field, and critically reflect on their own role as journalists and content creators. As this is a course for beginners this class will be for first-time broadcast students. Students will learn the basics of script writing, camera use, technology and more.

Journalism

Grade Level: 7th or 8th

Prerequisite: N/A

This project-based course provides students with the opportunity to learn and develop journalistic skills in order to produce and edit content for Carrollton’s print and online publications: Carrollton’s online newspaper, The Beat; a literary/ art magazine for 7th and 8th-grade students; and Carrollton’s TV channel. Using a newsroom-style model, students will work on teams to pitch stories, create publication timelines, and help each other design and revise both journalistic and creative work. In addition to producing their own projects,

students will learn the basics of journalistic-style writing, interviewing techniques, and journalism ethics and analyze effective design strategies. Students will also have the opportunity to hear from guest speakers and reflect on the roles and responsibilities of journalists and content creators.

Creative Writing

Grade Level: 7th or 8th

Prerequisite: N/A

Creative writing provides students the opportunity to develop their artistic voices. Students will explore, with both a sense of play and hard work, the various elements of imaginative writing in a workshop environment. The objective of this course is to enhance your ability to communicate effectively in the genres of fiction, poetry, and creative non-fiction. Students will work to produce quality pieces that will be shared, critiqued and praised within a community of creative writers and thinkers. As attentive and wide-ranging reading will be stressed as the most important activity of the apprentice writer, students will look to significant writers and poets for guidance

Creative Writing I

Graduation Credit: 0.5

Grade Level: 9th – 12th

Graduation Requirement: Practical Art, Elective

Prerequisite: N/A

Creative writing provides students the opportunity to develop their artistic voices. Students will explore, with both a sense of play and hard work, the various elements of imaginative writing in a workshop environment. The objective of this course is to enhance the student’s ability to communicate effectively in the genres of fiction, poetry, and creative non-fiction. Students will work to produce quality pieces that will be shared, critiqued and praised within a community of creative writers and thinkers. As attentive and wide-ranging reading will be stressed as the most important activity of the apprentice writer, students will look to significant writers and poets for guidance in craft . At the end of the course students will submit a final portfolio of their best work.

Creative Writing II

Graduation Credit: 0.5

Grade Level: 10th – 12th

Graduation Requirement: Practical Art, Elective Prerequisite: Creative Writing I

This workshop-based class focuses on the writing of fiction, poetry, and non-fiction. Students will read selected works with the eye of a writer and write in response to these model texts. At the end of the semester, students will turn in a portfolio of 10-15 pages of their best work. Workshop format: The workshop format emphasizes the creation and discussion of new student writing. Classes will involve one or more of the following: in-class writing, discussion of student writing by teacher and students, reading and discussion of poetry, fiction, or creative non-fiction. At the end of the course students will submit a final portfolio of their best work.

Journalism and Broadcasting I

Graduation Credit: 0.5

Grade Level: 9th – 12th

Graduation Requirement: Practical Art, Elective

Prerequisite: N/A

This course explores the fundamentals of journalism and broadcasting in a newsroom-style community where students study and practice the principles and craft of journalism. Students will learn about the history and function of the free press in the U.S.; become familiar with AP Style; learn how to recognize good reporting; conduct research and interviews; and write news and feature stories using a variety of structures exhibiting strong, effective writing. Students will have the opportunity to create content for Carrollton's TV channel by building upon foundational journalistic, creative writing, and broadcasting design skills. In addition to working on their own projects, students will engage with a wide range of published work, hear from guest speakers in the field, and critically reflect on their own role as journalists and content creators.

Journalism and Broadcasting II

Graduation Credit: 0.5

Grade Level: 9th – 12th

Graduation Requirement: Practical Art, Elective Prerequisite: Journalism and Broadcasting I

This course continues the exploration of the fundamentals of journalism and broadcasting in a newsroom-style community. Distinct from Journalism & Broadcasting I, students in this course will pursue more student-led initiatives, providing proposals for stories and conducting independent research and interviews. While less trainingoriented, students will continue to create content for Carrollton's TV channel by building upon foundational journalistic, creative writing, and broadcasting design skills. In addition to working on their own projects, students will engage with a wide range of published work, hear from guest speakers in the field, and critically reflect on their own role as journalists and content creators.

Journalism and Broadcasting III

Graduation Credit: 0.5

Grade Level: 9th – 12th

Graduation Requirement: Practical Art, Elective Prerequisite: Journalism and Broadcasting II

Journalism & Broadcasting III offers a full digital journalism and broadcasting curriculum in Carrollton’s newsroom. Students engage in a powerful form of civics through journalistic inquiry, media production, and student-centered learning that build critical thinking, problem-solving, teamwork, news literacy, and communication skills. Students cover local stories and create inspiring reports about how national and global issues affect their local community. The essential questions of the course are: What makes a successful news story? Why is it important to share news stories with the community? What is journalistic integrity?

Mathematics

Carrollton’s Mathematics Discipline exudes a passion for sharing our knowledge that inspires our students to embrace their challenges as well as celebrate their successes. In an environment that cultivates critical thinking skills by engaging students in real world problem solving, we foster in each student the ability to abstract her reasoning and apply her knowledge in a variety of interdisciplinary contexts. Embracing a growth mindset as active participants in the learning process, our students become mathematically confident risk takers. Through the lens of the Goals and Criteria of Sacred Heart education, we help our students develop into independent lifelong learners.

Pre-Algebra

Grade Level: 7th

Prerequisite: Grade 6th Math

The Pre-Algebra course of accelerated mathematics instruction is designed to prepare students for successfully studying high school algebra. This course of study will further develop and strengthen the student’s understanding of mathematical concepts and skills reviewed in previous courses while emphasizing prealgebra and introductory algebra topics. In addition to the mathematical course content, students will receive training and reinforcement in mathematical study skills, organizational skills, and academic and personal responsibility as they prepare to advance in the difficulty of mathematics coursework.

Algebra I

Grade Level: 7th or 8th

Prerequisite: Pre-Algebra

Algebra I is the foundation for the Upper School math courses. The course is designed to give students the skills and strategies to solve various mathematical problems. Through real-world examples and applications, it emphasizes the importance of algebra in everyday life. Topics covered include function operations, linear functions, exponential functions, systems of equations and inequalities, polynomial operations, factoring polynomials, and quadratic functions.

Honors Algebra I

Grade Level: 7th or 8th

Prerequisite: Grade of 93 or above in Pre-Algebra

Honors Algebra I serves as a crucial building block for higher-level math courses in the Upper School curriculum. The course is structured to equip students with essential skills and problem-solving strategies, enabling them to implement a variety of mathematical problems. Topics covered include function operations, linear

functions, exponential functions, systems of equations and inequalities, polynomial operations, factoring polynomials and quadratic functions. Throughout the course, emphasis is placed on demonstrating the relevance of algebra in everyday life through real-world examples and applications. This helps students appreciate the practical utility of the concepts they are learning and fosters a deeper understanding of algebraic principles. By mastering Algebra I students develop a solid foundation that prepares them for success in subsequent math courses and beyond.

Geometry

Graduation Credit: 1

Grade Level: 8th or 9th

Graduation Requirement: Mathematics (Grade 9)

Prerequisite: Algebra I

Geometry uses the language of mathematics to explore models of our physical world. This geometry course focuses on the main concepts of plane, solid, and coordinate geometry with an emphasis on application to real world situations. Students will use mathematical terminology to formulate problem solutions, and they will strengthen their critical thinking skills while constructing algebraic and geometric explanations of the concepts they explore. Topics include an introduction to logic, informal proofs, parallel and perpendicular lines, polygons, perimeter, area, volume, similarity, congruence, transformations, circles, and triangle trigonometry. Algebra I skills are integrated throughout the course, and students will further develop fluidity with algebra methods as those skills are applied to geometric situations.

Honors Geometry

Graduation Credit: 1

Grade Level: 8th or 9th

Graduation Requirement: Mathematics

Prerequisite: Grade of 93 or above in Algebra I; grade of 75 or above in Honors Algebra I.

Students in Honors Geometry will use the language of mathematics to explore models of our physical world, while constructing effective mathematical conjectures. Honors Geometry is a fast-paced course in which students will develop their critical thinking

skills while working with the mathematical theory and applications that will prepare them for the Honors, Advanced Topics, AP and IB courses that follow. Students will focus on critical thinking when solving problems and/or evaluating arguments. The study of geometry at the Honors level will provide students with the mathematical tools necessary for complex reasoning and problem solving in the sciences, technology, and engineering fields. This geometry course includes an in-depth analysis of plane, solid, and coordinate geometry. Topics include logic, proofs, parallel and perpendicular lines, polygons, perimeter, area, volume, similarity, congruence, transformations, circles, and triangle trigonometry. Students will be required to use different technological tools and mathematical approaches to discover and explain much of the course content, and they will be expected to develop habits of independent learners within and beyond the classroom.

Algebra II

Graduation Credit: 1

Graduation Credit: 1

Grade Level: 11th or 12th

Graduation Requirement: Mathematics

Prerequisite: Grade of 93 or above in Honors

Precalculus BC

AP Calculus BC is designed to expose students to the concepts of a first year university calculus curriculum, as well to prepare students for the AP Calculus BC examination. This course explores the concepts of calculus that include limits of functions, derivatives, antiderivatives, integrals, series, conics, parametrics, polar coordinates, vectors, slope fields and separable differential equations. Techniques learned will be applied to problems of motion,

volumes, area and related topics. This course will cover the topics outlined by the Advanced Placement syllabus distributed by the College Board. AP sample problems will be integrated throughout the course, and grading methods for the AP examination as well as expectations will be discussed. Use of a graphics calculator will be integrated into the course material.

IB Mathematics: Applications and Interpretation SL

Graduation Credit: 1

Grade Level: 11th or 12th

Graduation Requirement: Mathematics

Prerequisite: Precalculus

Mathematics: Applications and Interpretation SL is a one year course for students who are interested in developing their mathematics for describing our world, using modelling and statistics to solve practical problems using the power of technology. Students who take Mathematics: Applications and Interpretation will be those who enjoy mathematics best when seen in a practical context. This course is designed for the mathematical needs of students interested in social sciences, natural sciences, medicine, statistics, business, economics, psychology, and design. Course topics include: numbers and algebra, functions, geometry and trigonometry, statistics and probability, and calculus.

IB Mathematics: Analysis and Approaches HL

Graduation Credit: 1

Grade Level: 12th

Graduation Requirement: Mathematics

Prerequisite: AP Calculus BC

IB Mathematics: Analysis and Approaches HL prepares students to take the IB HL Mathematics exam. This course meets the needs of students who have a passion for mathematics, who enjoy exploring math at a deeper level, and are interested in pursuing a STEM major. Students who choose Mathematics: Analysis and Approaches HL should be comfortable in the manipulation of algebraic expressions and enjoy the recognition of patterns and understand the mathematical generalization of these patterns. They will have strong algebraic skills

and the ability to understand simple proof. They will be students who enjoy spending me with problems and get pleasure and satisfaction from solving challenging problems. Content includes statistics and probability, proof, complex number theory, differential equations, sequences and series, the Binomial theorem, and vectors. Students will learn through a combination of teacher-directed instruction and small group collaboration; use of technology will be incorporated throughout the course, and appropriate use of technology will be addressed.

AT Multivariable Calculus

Graduation Credit: 1

Grade Level: 12th

Graduation Requirement: Elective

Prerequisite: AP Calculus BC

Multivariable calculus, or the calculus of two or more independent variables, is the third calculus course in the sequence following AP Calculus BC. Topics include, but are not limited to, limits and continuity in multivariable functions, multiple integrations, vector analysis, linear algebra, differential equations, parametric curves, partial and directional derivatives, gradients, Lagrange multipliers, and optimization. Multivariable calculus extends the concepts learned in single variable calculus (AP Calculus BC) and extends them to multiple variables. Topics include, but are not limited to: vector and linear algebra, cylindrical and spherical coordinates, partial and directional derivatives, double and triple integrals and line integrals in the plane, limits and continuity in multivariable and vector-valued functions, vector fields, and optimization.

Social Studies

The Social Studies discipline is rooted in the Sacred Heart Goals and Criteria and our Roman Catholic faith. These provide the framework to foster students’ cultural literacy, respect for diversity, commitment to Catholic social teaching, and awareness of their role in and responsibility to the global community.

Geography and Culture

Grade Level: 10th

Graduation Requirement: Social Studies

Prerequisite: Grade of 93 or above in Honors Modern World History

AP U.S. History is a year-long collegiate level course that provides students with the opportunity to acquire a comprehensive understanding of the history of the United States from pre-Columbian times to the present. Emphasis is placed on the development of analytical thinking skills so that students may critically evaluate the events that transformed the nation into a leading global power. This is accomplished by focusing on the reasoning processes of causation, comparison, and continuity and change in history. Throughout the course, students investigate the themes of American and national identity; work, exchange, and technology; geography and the environment; migration and settlement; politics and power; America in the world; American and regional culture; and social structures. Students analyze and interpret primary and secondary sources, maps, and charts. Quantitative analysis is practiced throughout the course. Students develop college-level writing skills. The class is taught in accordance with the AP U.S. History curriculum framework and is designed to prepare students for the AP U.S. History examination.

Honors United States Government and Politics

Graduation Credit: 0.5

Grade Level: 11th or 12th

Graduation Requirement: Social Studies

Prerequisite: Honors U.S. History

This is a non-partisan introductory course on American government and politics, with an emphasis on constitutional foundations and the decisionmaking process in Congress, the executive branch,

and the federal courts. This course begins with the evolution of the social contract and the study of early American political ideologies. It is followed by the study of the creation of the Constitution, the checks and balances of the three branches, and the importance of the Bill of Rights as a safeguard of personal liberties. Students study Federalism, the balance between federal and state governments, and its affect on policy development and civic participation. Students are expected to analyze primary and secondary sources and will be expected to write consistently at a college level that emphasizes critical thinking.

Honors History of the World since 1980

Graduation Credit: 0.5

Grade Level: 11th or 12th

Graduation Requirement: Social Studies

Prerequisite: Honors U.S. History

This course provides an historical overview of global changes during the late 20th and early 21st centuries. It is a survey of key events that trace the world’s major political, social, cultural, and economic development from 1980 to the present day. Possible topics include: the emergence of new waves of political leaders beginning in the 1980s, political changes at the end of the Cold War, the rise of China as a new superpower, tension and terrorism in the Middle East, technological innovations, debates over trade policy environment policy in the 21st century, and the promises and challenges of globalization during this period. Extensive independent reading is a requirement for the research paper on a topic of their choosing.

AP United States Government and Politics

Graduation Credit: 1

Grade Level: 11th or 12th

Graduation Requirement: Social Studies

Prerequisite: Honors U.S. History

This is a non-partisan course on American government and politics, with an emphasis on its constitutional foundations and the decision-making process in Congress, the executive branch, and the federal courts. This course begins with the evolution of the social contract and the study of early American political ideologies. It is followed by the

study of the creation of the Constitution and the ways in which the three branches of government check and balance each other. The importance of the Bill of Rights as a safeguard of personal liberties will be examined. Students study the balance between federal and state governments, and how that balance affects both policy development and civic participation. Students focus on how governmental institutions relate to the protection of civil liberties, including an in-depth focus on the Supreme Court and interpretation of the Constitution. This course also examines the role of mass media, special interest groups, public opinion, and the electoral process and their influences on the development of policy. Students are expected to analyze primary and secondary sources and will be expected to write consistently at a college level that emphasizes critical thinking. Each student also completes an applied civics project. The course prepares students to take the Advanced Placement (AP) exam for American Government and Politics.

AP Macro/Micro Economics

Graduation Credit: 1

Grade Level: 11th or 12th

Graduation Requirement: Social Studies

Prerequisite: Honors U.S. History

Macro/Micro Economics is an introductory collegelevel economics course. Students cultivate their understanding of the principles that apply to the functions of individual economic decision-makers by using principles and models to describe economic situations. Furthermore, students predict and explain outcomes with graphs, charts, and data as they explore concepts like scarcity and markets; costs, benefits, and marginal analysis; production choices and behavior; and market inefficiency and public policy. The class is taught in accordance with the AP Macroeconomics and Microeconomics curriculum framework and is designed to prepare students for both AP examinations.

AP Psychology

Graduation Credit: 1

Grade Level: 11th or 12th

Graduation Requirement: Social Studies

Prerequisite: None

The AP Psychology course introduces students to the systematic and scientific study of human behavior and mental processes. While considering the studies that have shaped the field, students explore and apply psychological theories, key concepts, and phenomena associated with major units of study, including biological bases of behavior, cognition, development, learning, social psychology, personality, and mental and physical health. Throughout the course, students apply psychological concepts and employ psychological research methods and data interpretation to evaluate claims, consider evidence, and effectively communicate ideas.

AT Global Issues: Human Rights

One Semester: 0.5

Grade Level: 11th or 12th

Graduation Requirement: Social Studies

Prerequisite: Honors U.S. History

AT Global Issues is an advanced interrogation into global problems and their solutions. It mirrors the format of a college-level seminar course. The course develops students’ familiarity with the legal, political, social, and economic intricacies of domestic and global human rights policy. Students in this course engage in high-level discussions about human rights, read articles from a variety of perspectives, and research, write, and present about various human rights issues.

AT A Nation of Immigrants: Citizenship and the American Experience

Graduation Credit: 1

Grade Level: 11th or 12th

Graduation Requirement: Social Studies

Prerequisite: Honors U.S. History

This year-long course examines the diversity of the American landscape from European arrival to present -day. The course traces the history of immigration and explores how citizenship has been defined throughout American history. Additionally, it

highlights the roles various immigrant groups have played in the development of economic, social, cultural, and political life in the United States. Throughout the course, students survey cultural representations of immigration in popular culture, film, art, music, and literary works. Students develop and use the same skills and methods of historians: analyzing a wide variety of primary and secondary sources, developing historical arguments, and making historical connections .

IB History SL

Graduation Credit: 1

Grade Level: 11th or 12th

Graduation Requirement: Social Science

Prerequisite: Honors U.S. History

IB History SL examines the political, economic, and military relations among the world's major countries since the end of the Second World War. Some of the themes covered include the causes and consequences of the Cold War, the formation of the non-aligned bloc of nations, and the emergence of regional conflicts and tensions unrelated to the Cold War. Other topics explore the creation and evolution of the post-war international economic order, the emergence of independent states in Africa, Asia, and the Middle East, the rise of the People’s Republic of China, and the economic recovery and the increasingly important role of Japan in Asia. In addition, students evaluate the end of the Cold War and the break up of the Communist bloc, along with the new international order in an era of globalization. In addition, students explore the origins and results of major protest movements in the Western world during the mid-20th century, concentrating on the Civil Rights Movement in the United States and the anti-apartheid movement in South Africa. This course is fast-paced, with a significant amount of independent work expected. This course encourages students to consider events from a global perspective while practicing critical thinking, problem-solving, and analytical skills. Students are expected to complete an Internal Assessment research paper on a topic of their choice.

IB History of the Americas HL

Graduation Credit: 2

Grade Level: 11th and 12th

Graduation Requirement: Social Studies

Prerequisite: Honors U.S. History

This course fulfills the objectives of the International Baccalaureate Program in Group 3: Individuals and Societies. During the first year, the course addresses dramatic political, social, and economic changes throughout North and South America from the mid1920s to 1981. In addition, students explore and analyze changing trends in domestic policies in the Americas, as well as the role of the Americas in the Cold War between 1945 and the end of the 1970s. In year two, students explore political, economic, and military relations among the major countries of the world during the 20th century, with an emphasis on the role of authoritarianism in driving major changes and conflict through an in-depth analysis of dictatorial leaders including Joseph Stalin, Mao Zedong, and Fidel Castro. They also examine major events in the Cold War beginning with the division of the wartime Allies in the 1940s and ending with the fall of the Soviet bloc in the late 1980s. In addition, students investigate the origins and results of major protest movements in the Western world during the mid-20th century, concentrating on the civil rights movement in the United States and the antiapartheid movement in South Africa. During both years, this course demands significant reading and independent work. This course encourages students to consider events from a global perspective while practicing critical thinking, problem-solving, and analytical skills. Students are expected to complete an Internal Assessment research paper.

IB Psychology SL

Graduation Credit: 1

Grade Level: 11th or 12th

Graduation Requirement: Social Studies

Prerequisite: None

The IB Psychology SL course provides students with a comprehensive introduction to the study of human behavior and mental processes. At it’s core, the course explores three key approaches to understanding behavior: biological, cognitive, and sociocultural. Through the study of these

perspectives, students critically evaluate theories, concepts, and research that contribute to the evolving understanding of psychology. The course also examines the interaction between these approaches, fostering a holistic understanding of human thought and behavior. Emphasizing ethical considerations and research methodology, the course introduces both qualitative and quantitative research methods used in psychology. Students analyze studies, reflect on the ethical implications of psychological research, and design their own investigations as part of the Internal Assessment. By the end of the course, students will develop critical thinking skills, a deeper appreciation for cultural and individual differences, and the ability to apply psychological concepts to real-world issues.

Introduction to Debate

Graduation Credit: 0.5

Grade Level: 9th – 12th

Graduation Requirement: Performing Arts, Elective

Prerequisite: None

Introduction to Debate is a survey course in the varying styles of debate. Students are taught basic argument refutation skills in both public forum and policy debate formats. Students registered for the course are expected to compete in Novice debate competitions as well as participate in the debate team’s public speaking service program. Students who successfully complete the course will be recommended for Intermediate Policy Debate.

Intermediate Policy Debate

Graduation Credit: 1

Grade Level: 9th-12th

Graduation Requirement: Elective

Prerequisite: Introduction to Debate

This course, designed for members of Carrollton’s junior varsity debate team, will continue to expose students to strategies in the discipline of Americanstyle cross-examination policy debate as practiced at both the collegiate and high school levels. The course begins by analyzing the specific strategies employed by the Carrollton debate team throughout the debate season. Secondly, the curriculum will focus on advanced research strategies and skills. Students will be instructed in electronic databases

and other research techniques. Thirdly, students will be exposed to the world of debate theory, which drives this challenging academic discipline. Lastly, students will actively participate in classroom debates, regional competitions and national level debate competitions. Significant amounts of reading, outside research, and organization of debate materials are required for success in the class.

AT Debate: Arctic Policy

Graduation on Credit: 0.5 or 1.0

Grade Level: 11th or 12th

Graduation Requirement: Elective

Prerequisite: Intermediate Policy Debate

This course is devoted to developing students’ capacity to understand and constructively engage in contemporary debates over the exploration and development of the Arctic. The core of these debates focuses on the need to understand the Arctic ecosystem, develop Arctic resources, and foster peace amongst Arctic countries.

Particular focus is given to development of energy resources, ecosystem restoration, scientific research, and maritime rules. The course also covers a wide variety of topics involving US-Russia relations, multilateral forums, European politics, and instruments of US diplomacy. Students are expected to read numerous books, journals, and law reviews, and write debate arguments based upon their research. Upon completion of this course, students should have an understanding of the major controversies within Arctic policy and be able to make and defend arguments defending both sides of the topic.

“It is not so much what we say or do that educates; what really educates and inspires is who we are.”

-Janet Erskine Stuart

Science

The mission of the Science Discipline at Carrollton, rooted in and guided by the Goals and Criteria of Sacred Heart Education, is to nurture students’ curiosity of the natural and physical world, instill a love and appreciation of science, and develop lifelong learners. The knowledge students acquire will empower scientifically literate, moral individuals capable of thinking critically and ethically while analyzing global issues.

Life Science

Grade Level: 7th

This course provides students with a solid background in Life Science through inquiry projects and in-depth units of study. Using indoor lab facilities as well as the outdoor campus, ecological topics focus on the biodiversity of our local coastal and marine environments. Classification and taxonomy will provide a lens to identify the variety of native and introduced species on campus. Cell biology/heredity and basic principles of modern genetics provide the structure to understand the complexity of our life systems. Biological concepts are further developed through Pathfinders, an overnight field trip to study marine estuary ecosystems. There is a strong emphasis on developing laboratory skills and the ability to communicate findings through graphing and data analysis.

Physical Science

Grade Level 8th

In this course, students develop a deep understanding of this process and use it to discover important concepts in chemistry and physics. These concepts include the nature of matter, elements and compounds, the structure of the periodic table, the history of atomic theory, the conservation of mass and energy, and the relationship between kinematics and forces. Students are introduced to laboratory equipment and experimental techniques while safety procedures are stressed. In addition, students practice with experimental design, analytical skills, and effective communication of science. Finally, the course relates the concepts of chemistry and physics to real world situations.

Biology

Graduation Credit: 1

Grade Level: 9th

Graduation Requirement: Science

Prerequisite: None

The primary focus of this course is to enhance student’s understanding of biological organisms and systems. The course will begin with an overview of the nature of life and chemistry of life. It

will continue with a focus on the cellular stage with an understanding of life at its most basic level. This includes macromolecules, cellular structure and function, cellular transport, protein synthesis, and enzyme reactions. Then, students will explore how organisms interact with their environment and with each other. Lastly, students will explore genetics and heredity by delving into DNA and types of inheritance. Scientific discoveries and their influence on modern biology will be integrated regularly. Periodic lab activities will give the students an opportunity to apply what they have learned in class.

Graduation Credit: 2

Grade Level: 11th and 12th

Graduation Requirement: Science

Prerequisite: Grade of 93 or above in Honors Biology and Honors Chemistry.

This two-year IB Biology HL course is designed to follow the objectives of the International

Baccalaureate Program for the Group 4 Experimental Sciences. Students will develop a broad understanding of the principles of the subject and will explore applications of biological sciences to current events and questions. The course covers four main themes: unity and diversity, form and function, interaction and interdependence, and continuity and change. The course will explore how these themes apply to four increasing levels of organization: molecules, cells, organisms, and ecosystems. Students will complete a minimum of 220 hours of laboratory and classroom time across the four themes and 10 hours of independent investigation to be assessed by the IB organization, as well as a collaborative sciences project performed in conjunction with students from IB Chemistry, IB Marine Science, and IB Sports, Exercise, and Health Science. Student take an IB exam in May of their senior year.

IB Chemistry SL

Graduation Credit: 1

Grade Level: 11th

Graduation Requirement: Science

Prerequisite: Grade of 93 or higher in Honors Chemistry

IB Chemistry SL is a one-year course for students who have completed Honors Chemistry in tenth grade. This course prepares the students to take the IB Chemistry SL exam at the end of the eleventh grade year. The chemistry curriculum is built on two broad organizing concepts: structure and reactivity. Each of these concepts is subdivided into topics and subtopics, which are all connected through the idea that structure determines reactivity, which in turn transforms structure. Structure refers to the nature of matter from simple to more complex forms and reactivity refers to how and why chemical reactions occur. The topics for structure include models of the particulate nature of matter, models of bonding and structure, and classification of matter. Reactivity topics include what drives chemical reactions, how much, how fast, and how far, and what are the mechanisms of chemical change. Chemistry is an experimental science and laboratory work is an essential part of the course. Analytical and problem solving skills are emphasized in every aspect of the course. Technology in the form of data logging

software, the use of different probes, computer simulations, and databases are incorporated. During the second semester, 10 hours of independent investigation will be carried out individually by each student and will be assessed according to the IB Curriculum Guidelines. Students will participate in a collaborative sciences project performed in conjunction with students from IB Marine Science, IB Biology, and IB Sports, Exercise, and Health Science. Students take the IB Chemistry SL exam in May.

IB Marine Science SL

Graduation Credit: 2

Grade Level: 11th and 12th

Graduation Requirement: Science

Science Prerequisite: Chemistry

IB Marine Science is a two-year interdisciplinary course, encompassing the natural sciences (biology, chemistry, physics, geology, and meteorology) as well as economics, history, and environmental policy. This course is designed to follow the objectives of the International Baccalaureate Program for the Group 4 Experimental Sciences and is a fast-paced, rigorous course. The material will build on basic biology and chemistry concepts to examine marine habitats, oceanographic and geological processes, as well as the role humans play in the use and protection of marine and coastal resources. A major component of IB Marine Science is hands-on field and laboratory work, which will require trips to local coastal ecosystems and the preparation of lab reports and data analysis. Students should expect to learn and use statistical analysis and graphing throughout the course. Students will complete a minimum of 130 hours of laboratory and lecture time across the seven core topics and 10 hours of independent investigation to be assessed by the IB organization, as well as a collaborative sciences project performed in conjunction with students from IB Chemistry, IB Biology, and IB Sports, Exercise, and Health Science. Students take an IB exam in May of their senior year.

IB Sports, Exercise and Health Science SL

Graduation Credit: 1

Grade Level: 11th

Graduation Requirement:

Science Prerequisite: AT Biomechanics, Human Anatomy and Physiology

The IB Sports, Exercise, and Health Science course is designed to follow the objectives of the International Baccalaureate Program for the Group 4 Experimental Sciences. The course content will include the study and application of principles of musculoskeletal anatomy and physiology, cardiorespiratory exercise physiology, analysis of movement including biomechanics, psychology, nutrition and energy systems, and measurement and evaluation of human performance. In addition, students will be expected to perform an open-ended scientific investigation in which the student gathers and analyzes data to answer their own research question, which will be assessed externally by the IB organization. There will also be a team oriented Group 4 project completed with students enrolled in IB Biology, Chemistry, and Marine Science. Students are required to take an IB exam in May.

“Jesus went before us on the narrow path along which He beckons us to follow Him.”

-Saint Rose Philippine Duchesne

World Languages

Designed for students with three years of prior French study, this course deepens language proficiency while reinforcing advanced grammar concepts at Level A2.2 of the CEFR. Writing skills are emphasized, with students learning to compose essays, letters, and formal communications. A diverse selection of texts, including literature and news articles, will be analyzed for cultural and linguistic insight. Discussions and presentations will enhance oral proficiency, and students will be expected to engage in analytical thinking. Assessments, homework assignments, and projects ensure that students achieve linguistic and cultural competency. French is spoken exclusively in class.

AP French Language and Culture

Graduation Credit: 1

Grade Level: 9th – 12th

Graduation Requirement: World Language

Prerequisite: Grade of 93 or above in Honors French IV

This college-level course follows Level B1 of the CEFR, refining students' linguistic proficiency while preparing them for the AP French Language and Culture Exam. It emphasizes interpretive, interpersonal, and presentational communication skills, integrating authentic materials such as literature, essays, news articles, and multimedia content. The curriculum deepens students' understanding of Francophone cultures through discussions, projects, and presentations. Course assessments measure progress in preparation for the AP Exam in May. French is exclusively spoken in class.

IB French SL

Graduation Credit: 2

Grade Level: 11th and12th

Graduation Requirement: World Language

Prerequisite: Honors French IV

This course is designed for students with at least four years of prior study in French and aims to develop their proficiency across listening, speaking, reading, and writing at Level B1 of the CEFR. The IB Language B course fosters intercultural understanding through language acquisition and encourages students to explore themes such as identity, experiences, social organization, human ingenuity, and the environment. Through authentic texts, multimedia resources, and discussions, students expand their receptive, productive, and interactive skills. Assessments include reading and listening comprehension exercises, oral presentations, and written assignments. French is exclusively spoken in class. Students take the IB exam in May of their Junior (oneyear course) or Senior year (two-year course).

IB French HL

Graduation Credit: 2

Grade Level: 11th and 12th

Graduation Requirement: World Language

Prerequisite: Grade of 93 or above in Honors French IV; AP French Language and Culture

This advanced course follows Level B2 of the CEFR and focuses on refining fluency and accuracy across all language skills. Students analyze literature, films, and media sources to develop their ability to engage in complex discussions and express nuanced opinions. The curriculum includes in-depth studies of global issues, social movements, and historical contexts in the Francophone world. Students will engage in structured debates, argumentative writing, and literary analysis. Classroom activities emphasize spontaneous communication, critical thinking, and cultural comparisons. Assessments include oral presentations, structured essays, research-based assignments, and the IB exam, which evaluates speaking, listening, reading, and writing proficiency. French is spoken exclusively in class, ensuring full immersion and mastery of the language.

IB French A: Language and Literature HL

Graduation Requirement: 2

Grade Level: 11th & 12th Grades

Graduation Requirement: World Language

Prerequisite: Grade of 93 or above in AP French Language and Culture

This advanced French course follows Level C1.1 of the CEFR and focuses on the study of French literature and language through a critical and analytical lens. Students will engage with a variety of texts, including literary works, essays, and media, to develop an advanced understanding of linguistic structures, rhetoric, and cultural perspectives. The course encourages students to analyze how meaning is constructed in texts and to explore the role of language in shaping individual and collective identities. Students will develop skills in textual analysis, comparative literature, and argumentation through written essays, oral presentations, and structured debates. Assessments include an individual oral commentary, research-based assignments, and in-depth literary analysis. The course is conducted entirely in French, and students

preparing for the IB exam will refine their ability to engage with complex texts and discussions in preparation for their assessments.

Mandarin I

Grade Level: 7th or 8th

This course serves as a continuation of the 6thgrade Mandarin curriculum. It is designed for students who have foundational fluency in speaking and some formal training in reading and writing Mandarin. Throughout the course, students will enhance their listening comprehension, reading, and writing skills. They will learn to express ideas orally using appropriate Mandarin while applying proper grammar and sentence structures in both spoken and written forms. Additionally, students will focus on expanding their vocabulary, mastering sentence patterns, and engaging with Mandarin texts. Cultural components, including Chinese customs, history, and geography, will also be incorporated. Active participation in Mandarinbased discussions is expected.

Mandarin II

Grade Level: 7th or 8th

As a continuation of Mandarin I, this course further develops students’ ability to communicate effectively in Mandarin. Students will refine their spoken language skills, employing increasingly complex grammatical structures and sentence formations in both speaking and writing. The course incorporates authentic Chinese texts and audio materials to strengthen communication abilities. Critical thinking skills will be cultivated through class discussions, written assignments, and oral presentations. Active engagement and effort are essential, and all students are required to participate fully in Mandarin discussions.

Honors Mandarin III

Graduation Credit: 1

Grade Level: 9th – 12th

Graduation Requirement: World Language

Prerequisite: Mandarin II or the equivalent

This course builds upon the foundational skills acquired in Mandarin II, providing students with an immersive environment to advance their communication abilities in listening, speaking, reading, writing, and typing in Mandarin. Students will engage in daily dialogues and thematic conversations while developing greater proficiency in vocabulary usage, sentence structures, and formal reading and writing skills. Through structured practice and participation, students will gain confidence in expressing themselves across a range of topics. Full engagement in Mandarin discussions is expected.

Honors Mandarin IV

Graduation Credit: 1

Grade Level: 9th – 12th

Graduation Requirement: World Language

Prerequisite: Honors Mandarin III

This course builds upon the skills acquired in Honors Mandarin III, targeting students with intermediate fluency in spoken Mandarin and solid formal training in reading and writing. The curriculum focuses on enhancing proficiency in listening, speaking, reading, writing, and typing. Students will practice using appropriate grammar and varied sentence structures while continuing to expand their vocabulary and comprehension of Mandarin texts. Cultural exploration—including customs, history, and geography remains integral. Full participation in discussions conducted in Mandarin is required.

AP Chinese Language & Culture

Graduation Credit: 1

Grade Level: 11th or 12th

Graduation Requirement: World Language

Prerequisite: AT Mandarin Contemporary Culture and Communication

The AP Chinese Language and Culture course is designed for students with an advanced background in Mandarin. It provides comprehensive instruction in

listening, speaking, reading, and writing, ensuring students are well-prepared for the AP Chinese exam. The curriculum integrates authentic Chinese materials, including articles, audio recordings, and multimedia sources, to enhance linguistic competence. Students will refine their ability to comprehend spoken and written Mandarin, express ideas with accuracy and fluency, and engage in conversations on diverse cultural and societal topics. The course places a strong emphasis on language immersion, critical thinking, and analytical skills, ensuring students can effectively communicate in various real-world contexts. Additionally, cultural components are interwoven into the curriculum, allowing students to explore Chinese customs, traditions, history, and contemporary issues. Full participation in class discussions and oral presentations conducted in Mandarin is required.

AT Mandarin Contemporary Culture and Communication

Graduation Credit: 1

Grade Level: 11th or 12th

Graduation Requirement: World Language

Prerequisite: Grade of 93 or above in Honors Mandarin IV

This course is intended for students who have developed strong advanced communication skills in Mandarin and are seeking to further refine their language proficiency in preparation for AP Chinese: Language and Culture or IB Mandarin SL. The curriculum is designed to enhance students' listening, speaking, reading, and writing abilities through a variety of authentic and engaging learning experiences. Emphasis is placed on deepening students’ understanding of Chinese culture, with cultural elements fully integrated into the language acquisition process. The course aims to equip students with the ability to navigate a wide range of communication contexts by exploring themes that reflect diverse aspects of contemporary and traditional Chinese society. Active participation in discussion sessions conducted entirely in Mandarin is expected to support continued language immersion and development.

AT Advanced Mandarin Conversation

Graduation Credit: 1

Grade Level: 11th or 12th

Graduation Requirement: World Language

Prerequisite: Honors Mandarin IV

This course is designed to strengthen oral proficiency in Mandarin. Through presentations, discussions, debates, and various speaking activities, students will enhance both extemporaneous and prepared speech skills. The curriculum includes multimedia materials, such as selected films and digital media, to reinforce listening and speaking abilities. Students will analyze texts, including online articles and short stories, to generate class discussions. The course is conducted entirely in Mandarin, with a strong emphasis on situational conversations relevant to everyday life. Active engagement in meaningful communication is required.

AT Mandarin Chinese for Business

Graduation Credit: 1

Grade Level: 11th or 12th

Graduation Requirement: World Language

Prerequisite: AT Advanced Mandarin for Conversation; AT Mandarin Contemporary Culture and Communication

This advanced-level course is tailored for students with proficiency in Mandarin who seek to develop business communication skills. The curriculum covers commonly used phrases, negotiation scenarios, and business etiquette in Chinese-speaking contexts. Additionally, students will explore Chinese business culture, acquiring the linguistic and cultural competency necessary for professional interactions. Active participation in discussions and businessrelated role-playing exercises is required.

IB Mandarin B SL

Graduation Credit: 1

Grade Level: 11th & 12th

Graduation Requirement: World Language

Prerequisite: AT Mandarin Contemporary Culture and Communication

This language acquisition course is designed for students with a solid to low-advanced background in Mandarin. It aims to develop linguistic proficiency

while fostering cultural awareness. Students will explore Chinese culture through language learning, engaging in communicative tasks that prepare them for future work, study, or travel. The course extends beyond everyday social interactions, emphasizing intercultural understanding and plurilingualism. Assessments include interactive oral activities, individual oral presentations, and written assignments, culminating in the IB exam during the senior year.

Spanish I

Grade Level: 7th

This introductory course is designed for students with no prior study of Spanish. It follows the Level A1.1 framework of the Common European Framework of Reference for Languages (CEFR), emphasizing fundamental language patterns and vocabulary. The course develops students' proficiency in listening, speaking, reading, and writing through structured instruction and practice. Hispanic culture is an integral component, explored through authentic Spanish texts and audio materials. Students will enhance their critical thinking skills through class discussions, presentations, and both written and oral projects. Regular homework and assessments ensure mastery of course content. Active participation and consistent effort are essential.

Spanish II

This course aligns with Level B1.2 of the CEFR and is designed for students with a strong command of advanced grammar. It enhances linguistic and cultural competencies through the study of Spain and Latin America's societies and traditions. Students will refine their listening, speaking, reading, and writing skills, with an emphasis on communication and comprehension. Advanced literary excerpts and poetry provide a foundation for analysis and discussion. Writing tasks, including personal narratives, reinforce grammatical accuracy and stylistic development.

Graduation Credit: 1 or 2

Grade Level: 11th and/or 12th

Graduation Requirement: World Language

Prerequisite: Honors Spanish IV

This IB course, aligned with Level B1 of the CEFR, is designed for students with strong Spanish proficiency, focusing on language acquisition through cultural exploration. The curriculum integrates literature, news media, and contemporary global issues to enhance interpretive, interpersonal, and presentational communication skills. Students engage with authentic texts and multimedia resources to develop fluency and intercultural competence, while writing assignments range from reflective pieces to analytical essays. Oral presentations and interactive discussions strengthen both formal and spontaneous speech, supported by a focus on advanced grammar for precise expression. Assessments include reading and listening comprehension exercises, written responses, and an individual oral presentation. Students take the IB Spanish B SL exam in May of their junior or senior year, demonstrating their ability to analyze and engage with diverse linguistic and cultural perspectives in Spanish-speaking societies..

IB Spanish HL

Graduation Credit: 2

Grade Level: 11th & 12th

Graduation Requirement: World Language

Prerequisite: Grade of 93 or above in Honors

Spanish IV; Honors Spanish V; AP Spanish Language and Culture

This advanced IB course, aligned with Level B2 of the CEFR, is designed for students with high proficiency in Spanish who seek to refine their linguistic and analytical skills through an intensive study of language and culture. The curriculum fosters critical thinking and in-depth textual analysis by engaging students with a broad range of authentic materials, including literature, historical documents, film, and contemporary media. Emphasis is placed on written expression, oral communication, and intercultural

competence, preparing students to articulate complex ideas fluently and persuasively. Assessments include an individual oral exam based on literary and cultural stimuli, written essays demonstrating advanced argumentation, and reading and listening comprehension exercises. The course encourages independent inquiry and cultural reflection, culminating in the IB Spanish B HL exam in May of the senior year, where students demonstrate their ability to critically engage with diverse texts and communicate effectively across a range of contexts.

IB Spanish A: Language and Literature HL

Graduation Credit: 2

Grade Level: 11th & 12th

Graduation Requirement: World Language

Prerequisite: Grade of 93 or above in AP Spanish Literature and Culture

This course, aligned with Level C1 of the CEFR, is designed for students with advanced proficiency in Spanish who seek to explore language, literature, and culture through a critical and analytical lens. The curriculum emphasizes textual analysis, encouraging students to engage with literary and non-literary works from diverse historical, social, and cultural perspectives. Students will examine how meaning is constructed in texts, analyzing the impact of context, audience, and purpose while developing strong argumentation skills in written and oral discourse. The course integrates comparative studies of various media, including literature, journalism, film, and digital texts, fostering an understanding of how language functions in shaping perspectives and identities. Assessments include textual analysis essays, research-based writing, and oral presentations. The course culminates in the IB Spanish A HL exam in May of the senior year, where students demonstrate their ability to interpret and evaluate complex texts while articulating sophisticated arguments in Spanish.

Performing Arts

Introduction to Music Theory provides students with the opportunity to learn and apply musical concepts by practicing aural identification, reading standard nota on, and writing music. Students will develop listening skills like identifying intervals, chord qualities, meters, phrases, cadences, and musical forms. Writing skills will include exercises with scales, keys, rhythms, and meters, as well as writing original folk, blues, and popular songs. Reading skills will include site reading standard music notation and applying music reading skills to phrase analysis and identifying the musical form present in a score.

Behind the Music

Graduation Credit: 0.5

Grade Level: 9th – 10th

Graduation Requirement: Visual & Performing Art

Prerequisite: None

Students will learn to trace the historical musical trends which have shaped the sounds of their favorite songs and musical artists. The course will begin with an exploration of the historical, social, cultural, and musical impact of the Blues on Contemporary Music. Students will choose an instrument and participate in a solo mid-term inclass performance and a final in-class performance. These performances will consist in performing a song, or an instrumental work for the class.

Musical Theater

Graduation Credit: 0.5

Grade Level: 9th – 12th

Graduation Requirement: Visual & Performing Arts

Prerequisite: None

The Musical Theatre course focuses on developing singing, acting, and dancing skills in a variety of musical theater genres from Vaudeville to today’s Broadway shows. Students will gain an understanding of how to communicate a story through vocal and physical expression. They will also work on characterization skills in order to bring a

musical number to life. This course will help students to overcome stage fright and build confidence as they workshop pieces and prepare them for in-class performances.

Chorus

Grade Level: 7th and 8th

This semester-long course will enable students to understand the fundamentals of music, including but not limited to basic music theory, sight-reading, ear training, and appreciation. Students will be able to identify various elements of music found in a choral music score, successfully read and notate music, and listen to, analyze, and describe music. Performance opportunities will be provided at least twice per year. Students will also be able to understand the relationship between music, the other arts, and disciplines outside the arts and the relationship between music and the world beyond the school setting.

Honors Choir

Graduation Credit: 1

Grade Level: 10th – 12th

Graduation Requirement: Visual & Performing Arts; Elective

Prerequisite: One year in Upper School Choir

The Honors Choir is for advanced singers who have participated in the US Choir for one year and who successfully passed an audition. Students will work on ensemble vocal techniques and advanced musicianship skills during class, as well as learning and rehearsing small ensemble arrangements. Honors Choir students will serve as section leaders in the US Choir and will be required to attend US Choir rehearsals to successfully complete the course. The Honors Choir will perform on multiple occasions throughout the year, both locally and nationally. Students will need to be able to travel and attend weekend performance events and competitions. The Honors Choir will perform advanced vocal ensemble repertoire, including contemporary and traditional a capella, classical, and sacred music.

Music and Culture

Grade Level: 7th and 8th

In this semester-long course, students will explore the music of different historical eras and from various cultures, including music they currently listen to. Students will learn to identify the various elements of music that contribute to its overall cohesion, including melody, rhythm, harmony, and formal structure. Students will participate in creative exercises to better understand how music is constructed.

AP Music Theory

Graduation Credit: 1

Grade Level: 10th – 12th

Graduation Requirement: Visual & Performing Arts

Elective

Prerequisite: Experience in reading and writing music notation and basic performance skills with voice or instrument.

The AP Music Theory course provides students with an opportunity to develop advanced musicianship skills, which are essential to pursue more specialized topics in music like advanced vocal or instrumental performance, music production, and music composition. Skills covered include recognizing melodic and rhythmic patterns by ear, site-reading and transcribing, analyzing scores using symbols and formal analysis, and an introduction to Common Practice tonal music composition.

Senior Recital – Independent Study

Graduation Credit: 0.5

Grade Level: 12th Grade

Graduation Requirement: Visual & Performing Arts; Elective

Prerequisite: AP Music Theory or equivalent level of musicianship

Senior Recital is an independent study course for seniors who want to showcase their talents as a musician. Students will receive coaching in preparation for a solo instrumental or vocal recital. Students will be assisted in producing a professional video of their recording, which they can upload with their college application. To successfully complete the course, students will present a recital program for approval of the music department and complete

a public solo recital on the Carrollton campus during the academic year that they are enrolled in the course.

Creative Expression

Grade Level: 7th or 8th

Throughout this semester-long course, students practice exercises in the arts where they discover, nourish, and express their unique creative abilities. Creative enlightenment is a gentle experience that promotes harmonious individual and group interaction, develops consideration and understanding of different cultures and points of view, and appreciation of art in all forms.

Drama

Grade Level: 7th or 8th

This semester-long course allows students to explore the world of acting, improvisation, playwriting, and live performance. Through interactive exercises and collaborative projects, students will hone their acting skills, unleash their creativity through improvisation games, craft original stories through playwriting workshops, and bring characters to life through monologue and scene work. This hands-on approach provides students with a comprehensive understanding of theater while fostering confidence, teamwork, and a deep appreciation for the art of performance.

Introduction to Drama

Graduation Credit: 0.5

Grade Level: 9th 12th

Graduation Requirement: Visual & Performing Art

Prerequisite: None

Introduction to Drama is designed to take the student from the rudimentary elements of characterization to participation in a full-scale production. Through the use of improvisations, training exercises, applied knowledge exercises, and rehearsed skits, students will learn to approach the stage as a blank slate on which to create varied and distinct beings. Focusing on character development, the course will challenge students to form complex, multi-dimensional characterizations.

IB Theater SL

Graduation Credit: 2

Grade Level: 11th and 12th

Graduation Requirement: Visual & Performing Art

Prerequisite: None

Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theater and life skills; the building of confidence, creativity and working collaboratively. The IB Diploma Program theater course is a multifaceted theater-making course of study. It gives students the opportunity to make theater as creators, designers, directors and performers. It emphasizes the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists. Students experience the course from contrasting artistic perspectives. They learn to apply research and theory to inform and to contextualize their work. The theater course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theater as participants and audience members they gain a richer understanding of themselves, their community and the world. Through the study of theater, students become aware of their own personal and cultural perspectives, developing an appreciation of the diversity of theater practices, their processes and their modes of presentation. It enables students to discover and engage with different forms of theater across time, place and culture and promotes international-mindedness. Students explore the beginnings of theater in Ancient Greece, and work their way through to the Renaissance. Along the way, students will gain an understanding of how these traditions shaped theater into what it is today. Students begin to develop their own creations as they work individually and collaboratively. By completing portfolios and recordings, students become more seasoned theater practioners as they envision work from the perspective of a director, designer, performer, and creator.

IB Theater HL

Graduation Credit: 2

Grade Level: 11th and 12th

Graduation Requirement: Visual & Performing Art

Prerequisite: None

Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages discovery through experimentation, the taking of risks and the presentation of ideas to others. It results in the development of both theater and life skills; the building of confidence, creativity and working collaboratively. The IB Diploma Program theater course is a multifaceted theater-making course of study. It gives students the opportunity to make theater as creators, designers, directors and performers. It emphasizes the importance of working both individually and collaboratively as part of an ensemble. It offers the opportunity to engage actively in the creative process, transforming ideas into action as inquisitive and productive artists. Students experience the course from contrasting artistic perspectives. They learn to apply research and theory to inform and to contextualize their work. The theater course encourages students to appreciate that through the processes of researching, creating, preparing, presenting and critically reflecting on theater— as participants and audience members they gain a richer understanding of themselves, their community and the world. Through the study of theater, students become aware of their own personal and cultural perspectives, developing an appreciation of the diversity of theater practices, their processes and their modes of presentation. It enables students to discover and engage with different forms of theater across time, place and culture and promotes international-mindedness. Students explore the beginnings of theater in Ancient Greece, and work their way through to the Renaissance. Along the way, students will gain an understanding of how these traditions shaped theater into what it is today. Students begin to develop their own creations as they work individually and collaboratively. By completing portfolios and recordings, students become more seasoned theater practioners as they envision work from the perspective of a director, designer, performer, and creator.

Instrumental Strings

Grade Level: 7th or 8th

This course is offered in a Spring semester and yearlong versions. Students learn to exercise leadership skills through chamber music principles. Students develop technical mastery of bow strokes and planes, left-hand playing, and intonation. Music theory is continually connected to relevant playing examples. Students learn scales and arpeggios and can name key signatures. Emphasis is placed on developing a fluent reading of music. Students expand their musical vocabulary and learn about composers and pieces of music from different eras. The goal of the course is to celebrate masterful stringed instrument playing and to appreciate the rich history of its music while enjoying engaging musical experiences in the present from a place of true self-expression. Student opting to participate in the Spring semester version of the course are required to attend morning ensemble twice each week. Attendance to morning ensemble will determine Spring semester enrollment.

Instrumental Woodwinds

Grade Level: 7th or 8th

This course is offered in a Spring semester and yearlong versions. Students focus on mastering the fundamental techniques of their respective instruments. The class will focus on music theory and how it relates to performance, and students will learn to be fluent with scales, arpeggios, and note reading. Part of the time will be devoted to learning the history of music, listening to performances of professional flutists and clarinetists, and discussing the relevance of music as a necessary part of education. By the end of the year, students should be able to recognize all major key signatures and, additionally, be able to play at least half of the major scales. Individual practice at home will be key to success in this course, and all students will develop an appreciation of music as an art. Student opting to participate in the Spring semester version of the course are required to attend morning ensemble twice each week. Attendance to morning

ensemble will determine Spring semester enrollment.

Music Ensembles

Graduation Credit: .5

Grade Level: 9th – 12th

Graduation Requirement: Visual & Performing Arts; Elective

Prerequisite: Audition

The Upper School Music Ensembles (Choir, String Ensemble, Wind Ensemble) are for students who want to develop their vocal or instrumental music skills in an ensemble setting, participating in three rehearsals per week, preparing for and participating in concert performances. Music ensemble students will develop as musicians by building a challenging repertoire. Students who are active members of an Upper School Music Ensemble for one year will receive a half credit in fulfillment of the Visual & Performing Arts elective requirement.

Choir

“The voice sits between the head and the heart.” Choir is the vocal ensemble for Upper School students who want to be part of a dedicated group who shares the joy of singing with each other and the wider community. Each student in Choir makes a commitment to continuously develop as a vocal performer and as a member of a team, preparing for concerts through consistent attendance at rehearsals. Skills developed will include vocal projection and resonance, tuning one’s voice with others, reading a vocal score, and interpreting various styles of music. Choir students will gain confidence as performers through participation in school concerts and liturgies, special events, and solo and ensemble competitions. In addition, Choir students will develop as musicians by building a challenging repertoire.

String Ensemble

The objective of the String Ensemble is to promote a high level of proficiency on various instruments including the violin, viola, and cello in a collaborative learning environment. Membership in the ensemble provides performance opportunities in chamber groups and collaboration with the Wind Ensemble

and Choir. Students learn rehearsal techniques and etiquette and work to achieve uniform sound within sections. Rehearsals support students' understanding of the score and how its parts fit together as well as focus on how to understand and respond to conductor cues. Students develop their instrumental technique by building a repertoire of challenging works. The ensemble performs for the Advent Lessons and Carols Prayer Service, Spring Arts Showcase as well as other events throughout the year.

Wind Ensemble

The objective of the Wind Ensemble is to promote a high level of proficiency on various wind instruments in a collaborative learning environment. Ensemble placement and part assignments are determined by audition on a rotating basis throughout the year. Students will learn to comfortably perform as both soloists and section members. While building a repertoire of challenging works, students will learn the importance of good intonation, balance between melodic and accompaniment lines, rhythmic accuracy, and tone color blend. Membership in the ensemble provides performance opportunities in chamber groups and collaboration with the String Ensemble and Choir. The ensemble performs for the Advent Lessons and Carols Prayer Service, Spring Arts Showcase, as well as other events throughout the year.

Physical Education

The Carrollton Physical Education Program understands and respects the value of single‐gender education and the opportunities that arise in this environment. Our physical education program supports the development of a well‐balanced individual by providing the opportunity to develop not only physically, but also socially, emotionally, mentally and spiritually in light of the Goals and Criteria of Sacred Heart Education. Our comprehensive curriculum provides students the opportunity to develop body‐image awareness, explore movement, discover cooperative games, improve sport specific skills, and experience team sports.

Physical Education

Grade Level: 7th and 8th

The Physical Education curriculum aims to obtain total fitness for both the physical and emotional well-being of the student. Using various activities such as team, individual, and recreational sports, the students will learn the concepts of teamwork, leadership, selfdiscipline, fairness, and decision-making skills. These activities will allow the students to explore and apply information that empowers them to assume responsibility for their lifetime health and fitness

Strength and Conditioning

Grade Level 7th and 8th

The purpose of this course is to gain knowledge of physical fitness, understand the influence of lifestyle on health and fitness, and begin to develop an optimal level of fitness. Students will engage in cardiovascular fitness, muscular strength, muscular endurance, and flexibility exercises while documenting their progress in a fitness log.

Lifetime Fitness

Graduation Credit: 0.5

Grade Level: 9th-12th

Graduation Requirement: Physical Education

Prerequisite: None

To gain knowledge of physical fitness, understand the influence of lifestyle on health and fitness, and begin to develop an optimal level of fitness. Students will engage in cardiovascular fitness, muscular strength, muscular endurance, and flexibility exercises while documenting their progress in a fitness log.

Introduction to Athletic Training

Graduation Credit: 0.5 Credit

Grade Levels: 11th & 12th

Graduation Requirement: Elective

Prerequisite: N/A

Introduction to Athletic Training & Sports Medicine is a class intended to give students an overview of the profession of athletic training and introduce the fundamentals of sports medicine. The topics covered include but are not limited to injury prevention, injury recognition, special tests, proper use of modalities, basic taping and wrapping skills, phases of healing and first aid. The class will also have a hands-on component where students will be able to practice skills on each other for proficiency as well as on-field experience at home events under the supervision of a licensed athletic trainer.

Florida Virtual School

Grade Level: 9th-12th

Graduation Requirement: Physical Education

Prerequisite: N/A

Carrollton School of the Sacred Heart has partnered with Florida Virtual School to help students make the most out of their academic schedules. Students may complete their Physical Education credit requirement by enrolling in one of the following courses. Once completed, the course credit will be added to the student’s transcript.

Health Opportunities through Physical Education (HOPE)

Graduation Credit: 1

In this course, students learn how to make smart choices that influence their health, lifestyle, and physical fitness, exploring how and why and how the human body moves with the components of fitness, as well as how to fuel the body the right way with nutrition to support that movement. Students cover different ways to stay safe, from injury and disease prevention to keeping your body free of harmful substances, as well as learn skills like building resiliency, managing stress, and maintaining healthy relationships.

Fitness Lifestyle Design

Graduation Credit: 0.5

Students in the Fitness Lifestyle Design course discover how to move strong, live well, and eat healthy. During their fitness journey, they learn the principles of strength and endurance training, lifetime fitness activity options, and essential nutrition to encourage lifetime optimal health. Students assess their current level of fitness then use training principles to set and reach fitness goals with a long-term goal of lifetime health. After establishing a strong foundation on the principles of strength and endurance, students then explore a variety of different sports with a focus on choice and options, so that they can best select healthy activities that suit their personalities and lifestyles. Finally, students learn about nutrition and how it impacts physical health and athletic performance. This complete course journey through physical health, sport, and nutrition requires at least 420 minutes per week of moderate to vigorous activity from each student.

Life Management Skills

Graduation Credit: 0.5

Through this course, students will explore strategies for managing their own wellness, focusing on areas such as decision-making, healthy relationships, nutrition, physical activity, and personal responsibility. Topics include key aspects of personal health and development, including physical and emotional growth, decision-making related to relationships, and strategies for maintaining overall well-being. Additionally, students will explore important topics related to mental and emotional health, personal safety, and social awareness, fostering a comprehensive understanding of personal and social health.

Outdoor Education

Graduation Credit: 0.5

As students progress through this course, they will participate in a variety of outdoor physical activities and journal about those activities. While participating in outdoor physical activities, students will develop an understanding of the benefits of physical activity and how it relates to a healthy lifestyle. Through the completion of coursework and

outdoor experience, students will learn respect for wildlife and their habitat while focusing on safety. The Outdoor Education course offers two unique opportunities. One unique opportunity is earning a Florida Boating Safety Education ID Card by successfully completing the boating coursework. The second unique opportunity is earning the right to enter a Florida Fish and Wildlife Conservation Commission Field Day event upon successfully completing the hunting coursework.

Personal Fitness

Graduation Credit: 0.5

This course is designed with the student at the center of achieving a lifetime of overall health and physical fitness. Students will learn about why and how the body moves with the components of fitness, as well as how to set and reach goals to keep improving. Staying safe with injury and disease prevention and keeping the body free of harmful substances are also important components of this course. Students will also learn skills like building resiliency, managing stress, and maintaining healthy relationships.

“We ought not to do things for the children which they ought to learn to do for themselves. We want to make them independent of us.”

-Janet Erskine Stuart

Robotics, Engineering and Computer Science

The Robotics, Engineering, and Computer Science Discipline instills self-confidence and resilience in young women through hands-on experiences and empowers them to recognize opportunities to innovate for the betterment of the world.

Innovation and Technology

Grade Level: 7th and 8th

This semester-long course is designed to introduce students to the world of invention, innovation, and technology. Students will learn about the history of inventions and innovations, the core concepts of technology, and the various approaches to solving problems. They will also apply their creativity in inventing and innovating new products, processes, or systems. Finally, students will develop their understanding of digital citizenship, computer science, and 3D modeling.

Introduction to Computer Science

Grade Level: 7th and 8th

In this semester-long introductory course, students will embark on an exciting journey into the world of computer science. Through a combination of hands-on activities, interactive lessons, and engaging projects, students will explore the fundamental concepts of computer programming, computational thinking, and problemsolving. They will learn to code using programming languages such as Scratch and Python, gaining essential skills in algorithmic thinking, logical reasoning, and debugging techniques. Throughout the course, students will have the opportunity to apply their learning by programming MicroBits, small, programmable devices that enable them to create interactive projects and explore the Internet of Things (IoT). By the end of the course, students will have developed a strong foundation in computer science principles, empowering them to pursue further study in this dynamic field.

Introduction to Engineering

Grade Level: 7th and 8th

In this semester-long introductory course, students will dive into the world of engineering and innovation. Through hands-on projects, design challenges, and real-world problem-solving activities, students will explore the various disciplines of engineering, including mechanical, electrical, civil, and aerospace engineering. They will learn the engineering design process, from identifying problems and brainstorming solutions to prototyping and testing their creations. Students will also gain practical skills in CAD (Computer-Aided Design) software and basic principles of physics and mathematics as they apply them to engineering

challenges. Throughout the course, students will be encouraged to think critically, collaborate effectively, and communicate their ideas clearly, preparing them for future endeavors in the field of engineering and beyond.

Engineering: Computer Aided Design with Additive and Subtractive Manufacturing Techniques I

Graduation Credit: 0.5

Grade Level: 9th-12th

Graduation Requirement: Practical Art, Elective

Prerequisite: None

This course provides a basic understanding of engineering design using different manufacturing techniques. It emphasizes graphic modeling including computer-aided design (CAD) with an industry standard so ware, Autodesk Fusion 360. Additive and subtractive manufacturing techniques will be explored including but not limited to 3D printing (fused deposition modeling, FDM, and stereolithography, SLA), laser cutting, and computer numeric controlled (CNC) routing. Students will develop critical thinking and design skills that can be applied practically. Students will have access to ample use of Carrollton’s Makerspace and innovation spaces. They will also learn to use the design process in order to analyze problems, develop solutions, and test and evaluate solutions.

Engineering: Computer Aided Design with Additive and Subtractive Manufacturing TechniquesII

Graduation Credit: 0.5

Grade Level: 9th-12th

Graduation Requirement: Practical Art, Elective

Prerequisite: Engineering: CAD I

This course gives students the opportunity to further advance their skills in computer-aided design (CAD) and manufacturing. They will continue to learn different tools in the industry-standard software, Autodesk Fusion 360. Additive and subtractive manufacturing techniques will continue to be explored including but not limited to 3D printing (fused deposition modeling, FDM, and stereolithography, SLA), laser cutting, and computer

numeric controlled (CNC) routing. Students will develop critical thinking and design skills that can be applied practically. Students will have access to ample use of Carrollton’s makerspaces. They will continue to use the design process in order to analyze problems, develop solutions, and test and evaluate solutions.

Engineering: Mechanical and Electrical

Graduation Credit: 0.5

Grade Level: 9th -12th

Graduation Requirement: Elective

Prerequisite: None

This course is designed to give a basic understanding of mechanical & electrical engineering principles. It emphasizes topics such as types of motion, simple machines, mechanisms, joints and gears, as well as electric circuitry and electronics including Arduino. They will learn to solder electronics and how to use many of the tools available in Carrollton’s Makerspace and Innovation spaces for their projects. Students will develop critical thinking and design skills that can be applied practically. They will learn to use the engineering design process in order to analyze problems, develop solutions, and test and evaluate those solutions. They will also apply their knowledge of mechanical and electrical engineering to create and build functional electromechanical projects.

Engineering: Robotics

Graduation Credit: 0.5

Graduation Credit: 1

Grade Level: 9th-12th

Graduation Requirement: Elective

Prerequisite: None; discipline approval for 9th Grade

AP Computer Science Principles offers a multidisciplinary approach to teaching the underlying principles of computation. The course will introduce students to the creative aspects of programming, abstractions, algorithms, large data sets, the Internet, cybersecurity concerns, and computing impacts. AP Computer Science Principles will give students the opportunity to use technology to address real-world problems and build relevant solutions.

AP Computer Science A

Graduation Credit: 1

Grade Level: 11th or 12th

Graduation Requirement: Elective

Prerequisite: AP Computer Science Principles or discipline approval

Computer Science A emphasizes object-oriented programming methodology with an emphasis on problem solving and algorithm development and is meant to be the equivalent of a first-semester course in computer science. It also includes the study of data structures and abstraction. Course topics include, object oriented design, program

implementation, program analysis, data structures, and algorithms.

AT Data Science

Graduation Credit: .5

Grade Level: 11th or 12th

Graduation Requirement: Elective

Prerequisite: AP Computer Science A

This advanced high school course introduces students to data science, an interdisciplinary field that integrates mathematics, statistics, and programming to extract meaningful insights from data. Students will explore real-world applications of data science, gain hands-on experience with data processing, visualization, and machine learning, and use industry-standard tools such as Excel, Python, and R/RStudio. Through practical projects, students will analyze datasets, apply statistical and predictive models, and learn how to make data-driven decisions.

AT Digital Design

Graduation Credit: 0.5

Grade Level: 9th-12th

Graduation Requirement: Elective

Prerequisites: AP Computer Science Principles or AP Computer Science A

Digital designers craft interactive experiences by leveraging art, simulation, narrative and rules. Digital Design introduces the fundamentals of computational art and programming, with a focus on games as a storytelling medium. Approaches to user experience (UX) design will be introduced, as well as the Python, Javascript and C# programming languages. Students will scope, pitch and implement a series of short interactive experiences (i.e. prototypes) across multiple genres. This course is structured around genres; these genre-centered explorations are ordered from programmatically simple to complex. For each genre, students will survey historical and modern examples, critique design mechanics through the vocabulary of UX design, and complete genre prototypes of their own. Upon scheduled milestones, teams will present, run play-test sessions and receive critiques from peers.

“Great hearts, generous hearts, are required in the family of God’s Heart, because the difficulties in the way of doing good increase day by day.”

-Saint Madeleine Sophie Barat

Visual Arts

Carrollton School of the Sacred Heart Visual Arts Department challenges students to become confident, curious, and creative problem solvers; equipped with unconventional, critical, and abstract thinking to cultivate a deeper understanding of themselves and others, and their world.

2D Art and Design

Grade Level: 8th

In this semester-long course, students explore traditional and contemporary media and techniques as they are introduced to the art-making processes of creating two-dimensional works. Media techniques may include drawing, painting, printmaking, and/or collage. Students will reflect on their artwork and others through critical analysis to achieve artistic goals related to craftsmanship, technique, creative thinking, and collaboration. This course incorporates traditional art making materials and weekly sketchbook assignments.

Photography and Digital Art

Grade Level: 8th

Students explore art-making with digital media and design, deepening their understanding of design principles, composition, and visual communication. Students will reflect on their artwork and others through critical analysis to achieve artistic goals related to craftsmanship, technique, creative thinking, and collaboration. This course incorporates traditional art making activities as well as the manipulation of digital media and technology.

Visual Arts Foundation

Grade 7th or 8th

In this semester-long introductory course, students will establish an understanding and basic proficiency with foundational concepts, skills and art-making methods such as; the elements of art, principles of design, observational drawing, 2-dimensional composition, one and two-point perspective, drawing media techniques, and effective studio learning habits for success in the visual art learning studio classroom.

Introduction to Visual Arts

Graduation Credit: 0.5

Grade Level: 9th – 12th

Graduation Requirement: Visual & Performing Art

Prerequisite: None

This one semester course focuses on the basic elements of art (form, line, color, value, etc.) as well as the principles of design (balance, contrast, unity, etc.). Students will explore a range of media including graphite, charcoal, printmaking, and acrylic paint.

Basic drawing skills will be introduced as students concentrate on observational drawing. Students will be introduced to important works of art through examples and a research project.

Drawing and Painting I

Graduation Credit: 0.5

Grade Level: 9th – 12th

Graduation Requirement: Visual & Performing Art

Prerequisite: Introduction to Visual Arts

This course provides students the opportunity to explore the subject of portraiture. This one semester course focuses on building upon the basic skills previously acquired with techniques of gradually increasing complexity. Standard guidelines of portraiture will be used to inform drawings from direct observation. Students will create their first selfportrait and work from plaster casts. The course will begin with charcoal drawing and progress to working in acrylic paint. Students will study color theory and various painting techniques. Sketchbooks will be an important part of exploration and skill development. Portraiture from past and present in a myriad of styles throughout art history will be introduced.

Drawing and Painting II

Graduation Credit: 0.5

Grade Level: 10th – 12th

Graduation Requirement: Visual & Performing Art

Prerequisite: Drawing and Painting I

This course focuses on the visual representation of the human figure and builds upon the foundation of basic skills previously acquired with techniques of gradually increasing complexity. Students will study the proportions and anatomy of the human figure and explore drawing and painting techniques through direct observation and photographic references. Sketchbooks will be an important part of exploration and skill development. Figurative artwork from past and present in a myriad of styles throughout art history will be introduced.

Graphic Design

Graduation Credit: 0.5

Grade Level: 10th - 12th

Graduation Requirement - Visual & Performing Art

Prerequisite: Introduction to Visual Arts

Graphic Design I is an introductory activity-based course that will introduce the students to basic graphic design through the use of electronic medium, demonstrating design principles and illustration techniques for the production of vector design artwork. The course will explore an introduction to Adobe Illustrator and the use of design and typography with an emphasis on the principles and elements of commercial design and advertisement. Each activity contains a task to help the student learn and refine the skills needed to become proficient in the technical skills required to create logos, Illustrator Posters, Information graphics, T-shirt designs, and Flyers. Acquire knowledge about design and technical possibilities using vector artwork, exploring and developing a knowledge of art through design techniques. The student will demonstrate an understanding of basic computer theory and an understanding of the use of Adobe Illustrator as applied to commercial graphic design.

Graphic Design II

One Semester: 0.5

Grade Level: 10th – 12th

Graduation Requirement: Visual & Performing Art

Prerequisite: Graphic Design I

In this one-semester course, students will conduct an in-depth investigation of digital media and processes connected to graphic design. The student will explore various creative approaches to commercial art, exploring individually selected themes. The scope of instruction in the course will expand beyond the basics of design principles and technical skills in graphic design and engage students in the in-depth study of influencing consumer perception through branding, marketing identity, emotional connection, brand storytelling, and recognizing consumer trends. The framework focuses on concepts and design skills intended to help students understand the elements of a brand, including color, fonts, graphics, and logos. The course will require students to develop a

graphic design portfolio of work that is suitable for presentation when applying to a college or university arts program.

Photography

Graduation Credit: 0.5

Grade Level: 9th – 12th

Graduation Requirement: Visual & Performing Art

Prerequisite: None

In this one semester course, students learn how “to see” with a camera, to create a dynamic composition and express a personal vision. They will explore lighting, texture, color, and subject matter and research influential photographers throughout history to achieve a solid grounding in both technical and creative photographic processes. Students will be introduced to digital image-editing software and learn skills to retouch and enhance images to create highquality digital photographs. Students will learn the basic functions of digital SLR cameras to gain more creative control over their photographs. Students will need to supply their own digital SLR camera and SD card.

Sculpture

Graduation Credit: 0.5

Grade Level: 9th – 12th

Graduation Requirement: Visual & Performing Art

Prerequisite: Introduction to Visual Art

This one semester course is an introduction into the world of three-dimensional art. The student will learn to use her knowledge of the Elements of Art and Principles of Design as it applies to form. Students will be introduced to important works of art through examples as they create sculptures using various materials, including clay, plaster, wood, wire, and found objects. While working in the medium of ceramics, the student will learn to use the potter’s wheel and hand building techniques. This course will provide references and techniques upon which the student will begin to explore her individual expression through various forms of sculpture.

Graduation Credit: 2

Grade Level: 11th & 12th

Graduation Requirement: Visual & Performing Art

Prerequisite: Drawing and Painting I

This International Baccalaureate Studio Art Standard Level course is designed as a two year program. The student will explore art from various cultures and me periods while creating artworks that speak to the student’s personal investigations and interests. There is considerable research and critical analysis through a comparative study of artworks. The student will document her journey of exploration with a process portfolio. It will bring to light the research, experimentation, unresolved and resolved steps that are part of creating a body of work. She will regularly reflect upon her work and the process that leads her forward. Her Visual Arts Journal and photographs will showcase her growth as a young artist. The number of studio art pieces that the student creates within the two year span will be between four to seven works. She will submit a comparative study, a process portfolio and exhibit her body of work for assessment.