In this course, students engage in adventure/outdoor activities as physical education. Examples of activities include hiking, mountain biking, canoeing, kayaking, or skiing/snowboarding. Students log 75 hours of physical activity along with a student choice project and course reflection.

In this course, students engage in aerobic activities as physical education. Examples of activities include running, rowing, cycling, or walking. Students log 75 hours of physical activity along with a student choice project and course reflection.

In this course, students engage in aquatic activities as physical education. Examples of activities include swimming, diving, scuba diving, snorkeling, or water polo. Students log 75 hours of physical activity along with a student choice project and course reflection.

Students engage in age-appropriate activities modified accordingly for their individual skill level. A course outline provides a detailed course description with competencies listed to facilitate the creation of an individual plan.  Students taking dance are often involved in local classes in their community, and some are developing their skills as professional dancers.

This is a log-based course designed for students who are actively involved in dance in their community and who wish to further develop their skills while receiving high school credit. Students must complete a minimum of 90 hours of related activity, provide evidence of activity completion, and complete a final project. Students may choose to take this as a single semester course or as a full high school credit (Dance A and B).

Students taking dance are often involved in local classes in their community, and some dance professionally. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Students taking dance are often involved in local classes in their community, and some dance professionally. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Students taking dance are often involved in local classes in their community, and some dance professionally. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Students taking dance are often involved in local classes in their community, and some dance professionally. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Students taking dance are often involved in local classes in their community, and some dance professionally. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Students taking dance are often involved in local classes in their community, and some dance professionally. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Advanced Design is intended for students planning to pursue art and design in postsecondary education or as a career path. Building on skills from Intermediate Design, students approach projects with increased depth, independence, and creative sophistication. As in previous courses, students collaborate with their instructor to select and plan original, personalized projects that demonstrate mastery of the course competencies.

Beginning Design is a student-driven, project-based course that introduces students to the principles and practices of design. Through guided planning with their instructor, students select and complete original projects that demonstrate proficiency in designated course competencies. These competencies include not only the basic elements and principles of art, but also the exploration of social and historical contexts, as well as critical analysis and interpretation of art.

Intermediate Design is a student-driven, project-based course that builds on the foundational skills developed in Beginning Design, challenging students to apply design concepts with increased sophistication and personal expression. As in the previous course, students work closely with their instructor to select and plan original, personalized projects that further develop proficiency in designated course competencies.

Advanced Digital Photography is a student-driven, project-based course that supports students in refining their technical and artistic photography skills through personalized, instructor-guided projects. Building on skills developed in Intermediate Digital Photography, students explore complex composition and lighting scenarios, deepen their understanding of digital photography technology, and connect technical skills with artistic intent.

Beginning Digital Photography is a student-driven, project-based course that introduces students to essential camera handling skills and foundational design principles such as composition and lighting. Through guided planning with their instructor, students select and complete original projects that demonstrate proficiency in designated course competencies.

Intermediate Digital Photography is a student-driven, project-based course that builds on the foundational skills developed in Beginning Digital Photography. Students work with their instructor to plan original projects that demonstrate increased proficiency in designated course competencies.

Beginning Digital Publication is a student-driven, project-based course that introduces students to the creative and technical processes used to produce professional-quality print or digital publications. Students explore the full production cycle—from conceptualization through development, revision, and final presentation—while learning to communicate effectively with a specific audience.

Advanced Drawing is a student-driven, project-based course for students who wish to develop fluent drawing skills. By this level, students should be able to represent depth and perspective in their drawing. Students will collaborate with their instructor to plan personalized, original projects that will expand upon skills developed in Intermediate Drawing and align with their particular interests.

Beginning Drawing is a student-driven, project-based course designed for students with little or no prior drawing experience. Through guided planning with their instructor, students select and complete original projects that demonstrate proficiency in designated course competencies. Emphasis is placed on developing a working vocabulary of visual art terms and applying the elements and principles of art to drawing practices.

Intermediate Drawing is a student-driven, project-based course that builds on the foundational skills developed in Beginning Drawing. Through guided planning with their instructor, students continue to complete original projects that demonstrate increasing sophistication and proficiency in designated course competencies. Students expand their working vocabulary of visual art terms and apply the elements and principles of art with greater nuance and control.

Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. They demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Students assess and maintain a level of physical fitness to improve health and performance. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. They demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Students assess and maintain a level of physical fitness to improve health and performance. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. They demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Students assess and maintain a level of physical fitness to improve health and performance. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. They demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Students assess and maintain a level of physical fitness to improve health and performance. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. They demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Students assess and maintain a level of physical fitness to improve health and performance. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities. They demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities. Students assess and maintain a level of physical fitness to improve health and performance. Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.

In this course, students engage in individual or dual activities as physical education. Examples of individual activities include archery, cycling, golf, gymnastics, skating, or skiing. Examples of dual activities include badminton, handball, racquetball, or tennis.  Students log 75 hours of physical activity along with a student choice project and course reflection.

Students engage in age-appropriate activities modified accordingly for their individual skill level. A course outline provides a detailed course description with competencies listed to facilitate the creation of an individual plan.  Students taking music are often involved in local classes in their community, and some are developing their skills as professional musicians.

Students taking music are usually involved in a local troupe or classes in their community, or even professionally participate in acting or other aspects of the theater. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Students taking music are usually involved in a local troupe or classes in their community, or even professionally participate in acting or other aspects of the theater. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Students taking music are usually involved in a local troupe or classes in their community, or even professionally participate in acting or other aspects of the theater. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Students taking music are usually involved in a local troupe or classes in their community, or even professionally participate in acting or other aspects of the theater. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Students taking music are usually involved in a local troupe or classes in their community, or even professionally participate in acting or other aspects of the theater. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Students taking music are usually involved in a local troupe or classes in their community, or even professionally participate in acting or other aspects of the theater. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Musical Performance is a log-based, student-driven course designed for learners actively engaged in the study and practice of music and musical performance. Students may earn credit through participation in community music groups, private music instruction, and/or original performance work. Each student collaborates with an instructor to develop an individualized plan focused on personal growth, skill development, and artistic goals.

Advanced Painting is a student-driven, project-based course designed for students with prior Intermediate Painting experience. Students should have a strong understanding of the elements and principles of art, particularly as they relate to creating depth and perspective. Advanced techniques in acrylic, watercolor, oil, or mixed media are practiced and expanded based on each student’s artistic goals.

Beginning Painting is a student-driven, project-based course that introduces students to the principles and practices of painting, including design, color mixing, and basic application techniques. Foundational skills using acrylic media are introduced and practiced throughout the course. Through guided planning with their instructor, students select and complete original projects that demonstrate proficiency in designated course competencies.

Intermediate Painting is a student-driven, project-based course for students with prior experience in beginning-level painting. Students build upon their foundational knowledge of the elements and principles of art, with continued emphasis on creating depth and perspective in their work.

In this course, students engage in dance as physical education. Students log 75 hours of physical activity along with a student choice project and course reflection.

In this course, students engage in a variety of physical activities. All types of physical activity are accepted for credit. Students log 75 hours of activity along with a student choice project and course reflection.

In this course, students engage in a variety of physical activities. All types of physical activity are accepted for credit. Students log 75 hours of activity along with a student choice project and course reflection.

In this course, students earn elective credit by completing at least 25 hours of approved volunteer service. Students will submit a proposal before beginning their service, complete a log of their hours, and write a final reflection about what they learned. Through service, students will develop responsibility, empathy, time management, and a deeper understanding of civic engagement. Students can take this course once per calendar year. 

Students engage in age-appropriate activities modified accordingly for their individual skill level. A course outline provides a detailed course description with competencies listed to facilitate the creation of an individual plan.  Students taking theater are often involved in local classes in their community, and some are developing their skills as professionals.

Students taking theater are usually involved in a local troupe or classes in their community, or even professionally participate in acting or other aspects of the theater. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Students taking theater are usually involved in a local troupe or classes in their community, or even professionally participate in acting or other aspects of the theater. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Students taking theater are usually involved in a local troupe or classes in their community, or even professionally participate in acting or other aspects of the theater. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Students taking theater are usually involved in a local troupe or classes in their community, or even professionally participate in acting or other aspects of the theater. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Students taking theater are usually involved in a local troupe or classes in their community, or even professionally participate in acting or other aspects of the theater. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Students taking theater are usually involved in a local troupe or classes in their community, or even professionally participate in acting or other aspects of the theater. However, students can also opt to identify key skills to develop, align these goals with the course competencies, and have these activities documented for their elementary transcript.

Theatrical Performance is a log-based, student-driven course designed for learners actively engaged in the study and practice of acting and theatrical performance. Students may earn credit through participation in community theatre, private acting instruction, or original performance work. Each student collaborates with an instructor to develop an individualized plan focused on personal growth, skill development, and artistic goals.

Students engage in age-appropriate activities. Either planned by parents with guidance from a PEC. Or students may take an art theory and practice online course.

Students engage in age-appropriate activities. Either planned by parents with guidance from a PEC. Or students may take an art theory and practice online course.

Students engage in age-appropriate activities. Either planned by parents with guidance from a PEC. Or students may take an art theory and practice online course.

Students engage in age-appropriate activities. Either planned by parents with guidance from a PEC. Or students may take an art theory and practice online course.

Students engage in age-appropriate activities. Either planned by parents with guidance from a PEC. Or students may take an art theory and practice online course.

Students engage in age-appropriate activities. Either planned by parents with guidance from a PEC. Or students may take an art theory and practice online course.

In this course, students engage in weight training as physical education. Students log 75 hours of physical activity along with a student choice project and course reflection.