Welcome to the Bellflower Middle/High School Counseling Page

The Bellflower Counseling Office includes a professional staff of experienced counselors dedicated to the college, career, and personal needs of ourstudents. Counselors work closely with administration, faculty, and parents to provide a supportive environment for all students. In partnership with the Bellflower Unified School District, parents or guardians, and the community, the school counseling staff at Bellflower Middle/High School ensure that all students have access to the skills and knowledge required to become productive members of society.

It is our goal to provide a "one-stop" comprehensive resource to help our students develop and acquire skills, abilities, and knowledge and attitudes necessary to plan for their futures. In our ever-changing world, it is critical to be well-informed of the latest requirements, resources, and opportunities for all of our students.

Road to Graduation

Counseling Staff

From the moment freshman year begins, meetings between students and counselors take place in small/classroom settings, as well as, one-to-one settings. This active involvement continues through your student's four years at Bellflower High School.

Bellflower High School is proud to offer curriculum that helps students investigate broad educational spectrum. Bellflower High School is a community dedicated to working with student to provide the finest academic, physical, social, and personal programs possible, and we encourage our students to have a positive sense of self-worth, self-discipline, and personal responsibility.

The high school guidance counselors are committed to providing students in grades nine through twelve with guidance, support, and assistance through the academic programs, extra-curricular activities, work-based learning, counseling, and health services.

The change from middle school to high school can be difficult for students and to further assist our students transition well, students in the 9th grade will have the same counselor, and she will be focused on the specific academic needs of 9th grade students. Students in grades ten through twelve will have a counselor assigned to them by the alphabetical letter of their last name to create a seamless relationship for the students' remaining years in high school.

The middle school guidance counselors provide services in the following ways:

Classroom guidance presentations
Small group counseling
Individual counseling
Assistance in crisis situations
Act as a consultant and referral source between school, parents, and community
Conducts orientation for new families to the school
Scheduling and program adjustments
Assistance with specific problems including attendance, behavior, academics, or conflict resolution

7th Grade

7th Grade Checklist

Stay organized: get a planner and use it daily. Clean and organize your backpack once a week.
Study for tests and quizzes (3 days before).
Structured homework time in a quiet space at home where you can work uninterrupted.
Ask for help (before/after school, at snack and during class time) email teachers if needed.
Attend math tutoring (Tuesday (712) and Thursday (915) 3:15-4:15 pm)
Sleep: your body needs 7-8 hours of sleep, your brain and body are still developing.
Read 20-30 minutes daily.
Check your grades on the portal once a week with your parent.

Naviance 7th Grade Introduction

8th Grade

8th Grade Checklist

8th grade is your last year in Middle School, that means this is the time to get into good habits before High School starts and those credits start accumulating. Keep in mind how you perform in 8th grade determines your 9th grade placement into courses.

Things to help you succeed:

Math tutoring offered Tu/Th 3:15-4:15

Teachers are available by email
Check student/portal account weekly to monitor your grades and any assignments
Stay organized and make sure you have all materials everyday
Check in with your Counselor anytime to discuss academic progress, scheduling, social/emotional support and much more
Monitor promotion status with guidelines provided

Naviance 2019 Fall

Naviance 2020 Spring

Course Offerings

English Language Arts

The English language arts standards emphasize reading, writing, speaking, critical thinking, and listening skills. Classes provide students with the opportunity to write about a variety of subjects, focused on practicing the academic forms (analytical, argumentative, expository), with due attention given to the narrative and reflective forms – the basis of all good writing. The department’s goal is to enable students to write effectively and confidently throughout their high school classes and beyond. In service to this goal, students are immersed in core narrative and expository texts, and are taught to read both primary and secondary source material closely. To foster a habit of lifelong reading, instructional time may be devoted to independent reading as well. All classes provide experience and training in reading, writing, speaking, thinking and listening skills. All students will experience a core of literature at each grade level.

ENGLISH 9/ENGLISH 9 HONORS
This course is a survey of world literature featuring well-known American and British writings spanning the Elizabethan to the Modern periods and representative works from a wide range of cultural perspectives. The goal is to develop an appreciation, through comparative analysis, of the author’s structure, style, and purposes and the social and historical relevance these texts represent. Complex literary devices such as figurative language, imagery, symbolism, mood and tone are addressed. Students will write a variety of compositions as long as 1,000 words, following both academic and business models, in order to develop skills of research, reasoning and argumentation. This course meets the UC/CSU a-g requirements in the following category: (b) – English. Prerequisite for Honors: Students must have a grade of B or better in Advanced English 8, or a grade of A in English 8 and teacher recommendation. Summer reading will be required.

ENGLISH 9/ENGLISH 9 HONORS

This course is a survey of world literature featuring well-known American and British writings spanning the Elizabethan to the Modern periods and representative works from a wide range of cultural perspectives. The goal is to develop an appreciation, through comparative analysis, of the author’s structure, style, and purposes and the social and historical relevance these texts represent. Complex literary devices such as figurative language, imagery, symbolism, mood and tone are addressed. Students will write a variety of compositions as long as 1,000 words, following both academic and business models, in order to develop skills of research, reasoning and argumentation.

This course meets the UC/CSU a-g requirements in the following category: (b) – English.

Prerequisite for Honors: Students must have a grade of B or better in Advanced English 8, or a grade of A in English 8 and teacher recommendation. Summer reading will be required.

ENGLISH 10/ENGLISH 10 HONORS

This course is a survey of world literature featuring well-known American and British writings spanning the Elizabethan to the Modern periods and representative works from a wide range of cultural perspectives. The goal is to develop an appreciation, through comparative analysis, of the author’s structure, style, and purposes, and the social and historical relevance these texts represent. Complex literary devices such as figurative language, imagery, symbolism, mood and tone are addressed. Students will write a variety of compositions as long as 1,500 words, following both academic and business models, in order to develop skills of research, reasoning, and argumentation. Students will also be expected to develop speaking and listening skills and to learn new vocabulary.

This course meets the UC/CSU a-g requirements in the following category: (b) – English.

Honors Prerequisite: Students must have a grade of B or better in English 9 Honors, or grade of A in English 9 and teacher recommendation. Students must also complete a summer reading assignment prior to the fall of their 10^th grade year. Students must also attend an informational meeting during the Spring of their 9^th grade year, prior to the Fall they will be in the class.

ENGLISH 11

These are courses in the critical reading of American literature and effective writing of a variety of types of composition. The reflective essay is emphasized. Students study literary texts, both fiction and nonfiction, focusing on The American Dream. They evaluate how authors express their ideas and, in their own writing, try to emulate these models as they work through the writing process. They are encouraged to integrate their learning with American history, a parallel course. Major core works may include non-fiction books, fiction novels, and drama selections.

Academy Requirement: Students must complete integrated mastery projects that are developed between the English, social science, and industrial technology classes.

This course meets the UC/CSU a-g requirements in the following category: (b) – English.

AP ENGLISH 11 - LANGUAGE & COMPOSITION

The focus of this course is on nonfiction prose, rhetorical analysis, argumentation, and synthesis. Students read widely about a topic before crafting a position of their own. Arguments and language are deconstructed so that the elements of effective communication become transparent, accessible, and replicable. Students are expected to read independently, conduct research, and write both informal and formal responses to class readings and to current issues. Formal essays are both on demand timed quick writes and multi-draft essays ranging between 500 and 3500 words in length. In addition to the study of rhetoric, students read works of American literature and consider the issues raised by these texts from an argumentative stance. Successful completion of class requirements will prepare students for the AP Language and Composition exam administered by the College Board in May. Because this course often serves as a substitute for the first-year composition course in many colleges and universities, it models college work in both content and pacing. Students passing the AP Language Composition exam may earn college credit.

This course meets the UC/CSU a-g requirements in the following category: (b) – English.

Recommended: Students who pass the AP English 11 class may receive college credit. Therefore, this course models college level work in both content and pacing. It is recommended for students who earn a grade of B or better in English 10 Honors, and/or obtain a teacher recommendation.

ENGLISH 12

This course focuses on British literature studied through the theme of The Individual and Society. Major core works studied include non-fiction books, fiction novels, and drama selections. Students study a variety of the extended works of British literature. This course focuses on close reading, careful analysis, and extensive writing.

This course meets the UC/CSU a-g requirements in the following category: (b) – English.

ERW (EXPOSITORY READING & WRITING) ENGLISH 12

The goal of the Expository Reading and Writing Course is to prepare college-bound seniors for the literacy demands of higher education. Through a sequence of several rigorous instructional modules, students in this year long, rhetoric-based course develop advanced proficiencies in expository, analytical, and argumentative reading and writing. Modules provide instruction in research methods and documentation conventions. Students will be expected to increase their awareness of the rhetorical strategies employed by authors, and to apply those strategies in their own writing. They will read closely to examine the relationship between an author's argument or theme and his or her audience and purpose, to analyze the impact of structural and rhetorical strategies, and to examine the social, political, and philosophical and assumptions that underlie the text. In the spring of the junior year, students take standardized tests in English and math; their test results are evaluated for college readiness. Students who test “conditionally” college ready in English at the end of their junior year may demonstrate college readiness during the senior year by taking ERWC and earning a “C” or better during both semesters.

This course meets the UC/CSU a-g requirements in the following category: (b) – English.

AP ENGLISH 12 - LITERATURE & COMPOSITION
This college level course will prepare students to take the AP English Literature and Composition examination. Students in this course will learn techniques for the analysis of prose, poetry, and drama, including rhetorical devices, literary elements, literary devices, (such as metaphor and metonymy), sound devices, and literary modes of expression. The course will focus on analysis of style and thematic connections in major novels and poetry through a variety of genres including drama, fiction, narratives, nonfiction and persuasive essays, epics, and sonnets. Students write using a variety of prompts to hone upper level writing skills including thesis statements, organization, pacing, and mechanics. This course may serve as a substitute for first year college literature in some universities; therefore, it models a college course in both content and pacing. This course meets the UC/CSU a-g requirements in the following category: (b) – English. Recommended: Students who pass the AP English 12 class may receive college credit. Therefore, this course models college level work in both content and pacing.

AP ENGLISH 12 - LITERATURE & COMPOSITION

This college level course will prepare students to take the AP English Literature and Composition examination. Students in this course will learn techniques for the analysis of prose, poetry, and drama, including rhetorical devices, literary elements, literary devices, (such as metaphor and metonymy), sound devices, and literary modes of expression. The course will focus on analysis of style and thematic connections in major novels and poetry through a variety of genres including drama, fiction, narratives, nonfiction and persuasive essays, epics, and sonnets. Students write using a variety of prompts to hone upper level writing skills including thesis statements, organization, pacing, and mechanics. This course may serve as a substitute for first year college literature in some universities; therefore, it models a college course in both content and pacing.

This course meets the UC/CSU a-g requirements in the following category: (b) – English.

Recommended: Students who pass the AP English 12 class may receive college credit. Therefore, this course models college level work in both content and pacing.

Information on AP English Language & Composition (11th Grade)

Information on AP English Literature & Composition (12th Grade)

Information on ERW English 12

History Social Science

The goals of the History-Social Science curriculum are to develop cultural understanding, civic values, an understanding of the democratic process, and to promote critical thinking and participation skills that are essential for effective citizenship.

WORLD GEOGRAPHY

World Geography is a semester class dedicated to the study of the five geographic themes of location, place, interaction, movement and regions. This course includes rigorous assignments and special projects. It is an expectation that each student completes a Civic Investigation project relative to the class curriculum and participate in the Annual Bellflower Civics Fair. This course meets the UC/CSU a-g requirements in the following category: (a) – History/Social Science.

AP HUMAN GEOGRAPHY

This year-long course is available to students in grades 9 – 12, and it may be taken in lieu of World Geography. This course is concerned with the ways in which patterns on Earth’s surface reflect and influence physical and human processes. Looking at the world from a spatial perspective, students seek to understand the changing spatial organization and material character of Earth’s surface. Students will utilize geographical tools to learn about population changes, migration patterns, cultural patterns, political organization of space, agricultural and industrial development, and land usage. It is an expectation that each student completes a Civic Investigation project relative to the class curriculum and participate in the Annual Bellflower Civics Fair. Recommended Prerequisite: It is recommended that advanced students should take this course only if they received at least a B in their social studies course the previous year. Students who pass the AP Human Geography exam may receive college credit. Therefore, the course models college level work in both content and pacing. A summer assignment may be required by the instructor in order to enroll in the course. This course meets the UC/CSU a-g requirements in the following category: (a) – History/Social Science.

MODERN WORLD HISTORY

This is a 10th grade course that deals with the significant developments throughout the world from the late 18th Century to the present. It will emphasize the political, cultural and social events that have shaped modern civilizations. Geography will be studied as it relates to the content of the course. It is an expectation that each student completes a Civic Investigation project relative to the class curriculum and participate in the Annual Bellflower Civics Fair. This course meets the UC/CSU a-g requirements in the following category: (a) – History/Social Science.

AP WORLD HISTORY

The purpose of the AP World History course is to develop a greater understanding of the evolution of global processes and contacts, in interaction with different types of societies. The course highlights the nature of changes in international structures and their causes and consequences, as well as comparisons among major societies. The course builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Periodization, explicitly discussed, forms an organizing principle for dealing with change and continuity throughout the course. Specific themes provide further organization to this course. It is an expectation that each student completes a Civic Investigation project relative to the class curriculum and participate in the Annual Bellflower Civics Fair. Recommended: Students who pass the AP World History exam may receive college credit. Therefore, the course models college level work in both content and pacing. A summer assignment may be required by the instructor in order to enroll in the course. This course meets the UC/CSU a-g requirements in the following category: (a) – History/Social Science.

UNITED STATES HISTORY

The year begins with a selective review of United States history with an emphasis on two major themes: the nation's beginnings and the industrial transformation of the new nation. The remainder of the course emphasizes the major turning points in American history in the twentieth century. . It is an expectation that each student completes a Civic Investigation project relative to the class curriculum and participate in the Annual Bellflower Civics Fair. This course meets the UC/CSU a-g requirements in the following category: (a) – History/Social Science.

AP UNITED STATES HISTORY

This college level course for 11th and 12th graders is designed to provide students with the analytical skills and factual knowledge necessary to assess critically the problems and issues in American history, including the analysis of primary documents. This course covers various social, cultural, intellectual and political aspects of the historical growth of the United States in world perspective from early exploration in the 1400's to the present. This course guides students in preparation for the AP exam in American history. It is an expectation that each student completes a Civic Investigation project relative to the class curriculum and participate in the Annual Bellflower Civics Fair. Recommended: Students who pass the AP US History exam may receive college credit. Therefore, the course models college level work in both content and pacing. A summer assignment may be required by the instructor in order to enroll in the course. This course meets the UC/CSU a-g requirements in the following category: (a) – History/Social Science.

UNITED STATES GOVERNMENT/ POLITICAL SYSTEMS

This course will provide students with an overview of the general principles, concepts, theories and actual operations of the American political system and contemporary issues. Emphasis is placed on the characteristics of American government and its interactions with the global community. Successful completion of this course satisfies state graduation requirements and prepares college-bound students for an introductory course in political science and develop a better understanding of their economic needs in society. It is an expectation that each student completes a Civic Investigation project relative to the class curriculum and participate in the Annual Bellflower Civics Fair. This course meets the UC/CSU a-g requirements in the following category: (a) – History/Social Science.

AP UNITED STATES GOVERNMENT/ POLITICAL SYSTEMS

This is an introductory college course in American government and politics designed to assist students in their understanding of U.S. Constitutional underpinnings, political beliefs and behavior, political parties and interest groups, institutions (Congress, Presidency, Courts and the Federal Bureaucracy) and policy processes of the federal and state governments, civil rights and liberties and foreign policy. This course also guides students in preparation for the AP exam in American Government. It is an expectation that each student completes a Civic Investigation project relative to the class curriculum and participate in the Annual Bellflower Civics Fair. A summer assignment may be required by the instructor in order to enroll in the course. This course meets the UC/CSU a-g requirements in the following category: (a) – History/Social Science.

ECONOMICS

This course will provide students with an overview of the general principles of micro-economic and macro-economic concepts and theories. Emphasis will be placed on the United States economy and its interaction with the global community. This course is designed to help students develop critical-thinking skills through the understanding, application and analysis of fundamental economic concepts. Students will apply quantitative and mathematical skills to economics. Also, students will be expected to apply economic logic to a wide variety of real-world and hypothetical situations. This course meets the UC/CSU a-g requirements in the following category: (a) – History/Social Science.

AP ECONOMICS

This college level course will prepare students for both the Advanced Placement Examination in microeconomics and the Advanced Placement examination in macroeconomics. This course has been designed to help students develop critical-thinking skills through the understanding, application, and analysis of fundamental economic concepts. Recommended: Students who pass the AP Micro/Macro Economics exams may receive college credit. Therefore, the course models college level work in both content and pacing. A summer assignment may be required by the instructor in order to enroll in the course. This course meets the UC/CSU a-g requirements in the following category: (a) – History/Social Science.

INTRODUCTION TO LAW

This course provides practical information and problem-solving opportunities regarding American law. Students develop both knowledge of the law and skills necessary for survival in our law based society. Students engage in active learning experiences such as mock trials, moot courts, role play, case studies, simulations and small group exercises. Students explore the definition of law, citizen’s rights and responsibilities under the law, learn methods of dispute resolution, as well as identify and analyze public issues. Exploration of a variety of legal careers will be a theme throughout the course. This course meets the UC/CSU a-g requirements in the following category: (g) – College Preparatory Elective.

PSYCHOLOGY
This course will provide a study of personality, thinking, learning, heredity and environment, emotion, mental illness, perception, child development, and other aspects of behavior of human beings. This course meets the UC/CSU a-g requirements in the following category: (g) – College Preparatory Elective. Course Prerequisite: Grades 11-12

Physical Education

Physical Education is an integral part of the educational process. Students will gain a variety of competencies and knowledge, which will contribute to their health and well-being. The courses are comprehensive, co-instructional programs that are designed to meet the fitness needs of today's youth.

PE 9

Physical Education for grade nine will teach students health-related benefits of regular physical activity and the skills to adopt a physically active, healthful lifestyle. Students will be asked to demonstrate their knowledge of and competency in motor skills, movement patterns, and strategies needed to perform a variety of physical activities. Students will be asked to achieve a level of physical fitness for health and performance while demonstrating knowledge of fitness concepts, principles, and strategies. All ninth grade students will be required to take the FITNESSGRAM, a state mandated physical fitness test.

PE 10/11/12

Physical Education for grade ten will allow students to become confident, independent, self-controlled, and resilient. Students will develop positive social skills, set and strive for personal, achievable goals. Students will also learn to assume leadership, cooperate with others, accept responsibility for their own behavior, and ultimately, improve their academic performance. Students will add to the standards learned and achieved in grade nine and will be asked to demonstrate knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity. Students may be placed in classes that have both 9th and 10th graders depending on availability.

WEIGHT TRAINING

This course is offered to provide students with the opportunity to explore weight training as an intensive experience in an activity that they wish to participate in for years to come. Students will be asked to explain the principles of biomechanics of first-, second-, and third-class levers and apply those principles to a variety of lifting techniques. Demonstrate proper spotting techniques for all lifts and exercises that require spotting. Identify and apply the principles of biomechanics necessary for the safe and successful performance of weight training. Establish a set of personal physical fitness goals, using the principles of training, and create a strength-training and conditioning program. Course Prerequisite: Students must pass P.E. in both grades 9 and 10.

ATHLETICS / TEAM SPORTS

The goal of the athletic program is to provide training in sports as an integral part of the educational offerings for secondary students. Each area of athletics is organized to provide students with experiences which fulfill physical and mental training, provide for leadership opportunities, develop cooperation, sportsmanship and fair play, and teach the skills related to each sport. Course Prerequisite: Academic eligibility, coach approval, and athletic director approval.

World Languages

The focus of the Foreign Language program is on meaningful and useful communication in the language. Each language is taught within the contemporary cultural context of countries where the language is spoken. The cultures and customs are explored along with learning to speak the language. Foreign Language classes meet the Foreign Language/Fine Arts graduation requirement when taken in grades 9-12.

SPANISH 1

The purpose of this class is to give students the ability to function in real-life situations that they might encounter in a Spanish-speaking environment. Students will learn to talk about themselves, their families, and their friends; they will learn how to get around in towns, use public transportation, and give directions; they will learn how to make purchases in stores; and they will learn to use the appropriate language in a variety of social interactions. Students will be exposed to the various cultures of Spanish-speaking people, including geography, history, traditions, and daily life. Students will acquire a basic living vocabulary. This course is not intended for students whose first language is Spanish. This course meets the UC/CSU a-g requirements in the following category: (e) – Foreign Language. Course Prerequisite: C or better in English.

SPANISH FOR SPANISH SPEAKERS 1

This course is for students whose first language is Spanish or for those bilingual students whose dominant language is Spanish. This course is taught entirely in Spanish dealing with grammar, reading and writing as its main focus. Students will read work by Hispanic authors, analyze the reading by critical analysis and write essays based upon the reading or discussion. This course meets the UC/CSU a-g requirements in the following category: (e) – Foreign Language. Course Prerequisite: Teacher or counselor approval.

SPANISH 2

Students will further develop their abilities to function in situations they might encounter in a Spanish-speaking environment. Students will learn to appreciate Latino customs and history. Students will be expected to participate in class activities using Spanish. This course is not intended for students whose first language is Spanish. This course meets the UC/CSU a-g requirements in the following category: (e) – Foreign Language.

SPANISH FOR SPANISH SPEAKERS 2

This course is a continuation of the content covered in Spanish for Spanish Speakers I. Students will review grammar from the previous year. Students will continue with grammar dealing with all tenses, read short essays of Spanish authors, analyze the reading by critical analysis and write essays based upon the reading or discussion. This course meets the UC/CSU a-g requirements in the following category: (e) – Foreign Language. Course Prerequisite: Satisfactory completion of Spanish for Spanish Speakers I.

SPANISH 3

Students will further develop their abilities to function in situations they might encounter in a Spanish-speaking environment. Students will learn to speak of the past and future and express desires, emotions, and beliefs. They will learn to order food and to express their tastes in food; they will learn to travel on public transportation in Spanish speaking countries. They will expand their knowledge and vocabulary of fashion and clothing. Students will study art and art history of the Spanish-speaking world. Students’ cultural knowledge will expand as they learn customs, art and points of interest in the Spanish-speaking world. Students will be expected to participate in class using the Spanish language. This course meets the UC/CSU a-g requirements in the following category: (e) – Foreign Language.

SPANISH 4

The primary goals for this course are the refinement of communicative skills in the four skill areas of listening, speaking, reading, and writing; the enhancement of strategic competence (communicative strategies); the enhancement of grammatical competence (review of previously learned structures and acquisition of new structures and uses); and the refinement in understanding Spanish and Hispanic cultures. Students are expected to participate in using Spanish language 100% of the time. This course meets the UC/CSU a-g requirements in the following category: (e) – Foreign Language.

AP SPANISH SPANISH 4 - SPANISH LANGUAGE

The purpose of this course is to give students a continuing opportunity to refine their speaking, listening, and writing skills. Students will use Spanish in real-life situations. Students will participate in all activities using the Spanish language. Students will be expected to take the A.P. examination.This course meets the UC/CSU a-g requirements in the following category: (e) – Foreign Language.Course Prerequisite: Satisfactory completion of Spanish III or Spanish for Spanish Speakers II and/or teacher recommendation.

FRENCH 1

The purpose of this class is to give students the ability to function in real-life situations that they might encounter in a French-speaking environment. Students will learn to talk about themselves, their families, and their friends; they will learn how to get around in towns, use public transportation in Paris, and give directions; they will learn how to make purchases in stores; they will be able to talk about the city of Paris and its attractions; and they will learn to use the appropriate language in a variety of social interactions. This course meets the UC/CSU a-g requirements in the following category: (e) – Foreign Language. Course Prerequisite: C or better in English.

FRENCH 2

FRENCH 3

The purpose of French III is to further develop the students’ abilities to function in situations they might encounter in a French-speaking environment. Students will learn to discuss jobs and the workplace; they will learn to talk about and to purchase clothing; they will learn to make travel plans using trains, planes, and cars; they will learn more about French food and how to act appropriately both in a restaurant and at a family dining table. Students’ cultural knowledge will expand to include the Francophone world with its varied customs and points of interest as well as some aspects of France’s cultural past. This course meets the UC/CSU a-g requirements in the following category: (e) – Foreign Language.

AP FRENCH 4 - FRENCH LANGUAGE

The primary goals of French IV are: (1) the refinement of communicative skills in the four skill areas (listening, speaking, reading, writing); (2) the enhancement of strategic competence (communicative strategies); (3) the enhancement of grammatical competence (review of previously learned structures and acquisition of new structures and uses); (4) the refinement in understanding of French and Francophone culture. French IV builds on themes, structures, vocabulary, and skills learned in French I-III; however, the course aims at moving the student to a more abstract level of language usage at which they learn to work with more extended discourse and cultural and sociological (as well as the practical) aspects of the topics studied. A major emphasis in French IV is the preparation of the students to take the A.P. examination. This course meets the UC/CSU a-g requirements in the following category: (e) – Foreign Language. Course Prerequisite: A grade of A or B in French III and/or teacher approval recommended.

MANDARIN 4

This course is a theme-based two-semester course intended for students who wish to improve proficiency and integrate their language skills by applying the interpersonal, interpretive, and presentational modes of communication in real-life situations. This course provides students a deeper understanding of the Chinese language and culture and aims to intertwine meaningful real-life language tasks that enhance vocabulary usage, communicative strategies, reading comprehensions, linguistic accuracy, and cultural awareness & appreciation. The course is taught almost exclusively in Chinese and incorporates authentic materials such as articles, videos, radio clips, social media, and short stories. This course also helps students broaden their world view by comparing Chinese cultural products, practices, and perspectives with those of their own society. This course meets the UC/CSU a-g requirements in the following category: (e) – Foreign Language. Prerequisite: A grade of “C” or better in Mandarin III.

Middle School Courses

Each middle school student takes a grade level English, Math, History, Science, PE, and one elective course.

ENGLISH LANGUAGE ARTS

ENGLISH 7

ADVANCED ENGLISH 7

ENGLISH 8

ADVANCED ENGLISH 8

HISTORY COURSES

WORLD HISTORY 7

ADVANCED WORLD HISTORY 7

US HISTORY 8

ADVANCED US HISTORY 8

MATHEMATICS COURSES

MATH 7

MATH 8

INTEGRATED MATH 1 (ACCELERATED FOR MIDDLE SCHOOL STUDENTS)

SCIENCE COURSES

INTEGRATED SCIENCE 7

ADVANCED SCIENCE 7

INTEGRATED SCIENCE 8

ADVANCED SCIENCE 8

PHYSICAL EDUCATION COURSES

PE 7

PE 8

MIDDLE SCHOOL ELECTIVES

BAND – BEGINNING (Year)

This course is designed for 7^th and 8^th grade students who wish to learn to play a musical instrument. Students will learn technical instruction in the theoretical aspects of written music. Public performances are part of this course and are required for credit.

BAND – INTERMEDIATE (Year) (Application & summer band camp required)

This course is designed for students with previous experience playing a musical instrument. Students receive instruction about music theory and learn about historical and cultural influences of music. Public performances are part of this course and required for credit.

BEGINNING GUITAR (Year)

This is an introductory course to playing a guitar. Participating students should have access to a guitar so that they may practice at home and school. No prior knowledge required, however a student who currently plays a guitar is welcome. Daily practices are required.

CHORUS – BOYS (Year)

This all-boys course is designed to introduce and develop basic singing techniques, sight-reading skills and basic music theory. Students will sing a wide range of music - from classical to pop - and learn music through group activities and small ensembles. Students will be coached on solo/small group singing techniques, such as microphone and performance techniques. There are at least four major concerts a year, and attendance is required at all concerts. Students will also participate in performances at competitions, assemblies, festivals, and theme parks.

CHORUS – GIRLS (Year)

This all-girls course is designed to introduce and develop basic singing techniques, sight-reading skills and basic music theory. Students will sing a wide range of music - from classical to pop - and learn music through group activities and small ensembles. Students will be coached on solo/small group singing techniques, such as microphone and performance techniques. There are at least four major concerts a year, and attendance is required at all concerts. Students will also participate in performances at competitions, assemblies, festivals, and theme parks.

JUNIOR VOCAL ENSEMBLE – 7/8 (Year) (Application required)

(Audition required. Elementary Ensemble and Advanced Chorus Singers are welcomed)

This course is for advanced choral students. This mixed (boys and girls) chorus is designed for advanced choral students. Students will learn advanced music theory concepts and sing 3-part harmony songs in many different styles. Students will actively engage in learning music through technology driven lessons, group activities, and performances. Students will be coached on solo/small group singing performance techniques and microphone techniques. There are several major performances a year, and attendance is required. Students will also participate in performances at competitions, assemblies, festivals, and theme parks.

THEATER ARTS 7/8

This course is designed to provide students with an introduction to theater arts. Students will student the basics of theater arts and learn about different areas of theater. This may include acting techniques, set design, costumes.

ART 7/8

The purpose of this course is to provide experiences that help students become artistically literate, both in creating and in responding to art. Students will use a variety of materials and techniques in drawing, painting, pen and ink, pencil sketch, watercolor and learn about the history of art.

GRAPHICS

This semester course is designed to provide students with an introduction to Graphic Design, Digital Graphics & Print Technology. Students will be introduced to the elements & principles of design, color theory, typography, creative Idea generation, pencil layout, storyboards, introduction & development of animation, multicultural advertising/marketing, digital photography, and career/college opportunities. Students will be introduced to Graphic Art design & production techniques using Adobe Photoshop for class projects. Students will experience Screen Printing technology creating and printing original designs for patches & T-shirts. Assignments will require students to draw upon basic academic skills in mathematics, language arts and science to successfully complete assigned projects. Class curriculum follows Career Technical Education standards and guidelines.

HOME ARTS/HOSPITALITY

This course will introduce students to a variety of experiences within the field of home economics to include: nutrition, food selection, clothing repair and personal skills for daily living.

MUSIC APPRECIATION

This course is designed as an introduction to the history of music and its origins. Students will have the opportunity to hear and learn about music from the era of ragtime to the current days of rap. Students will participate in individual and group projects covering the current music scene, as well as the life and times of the musicians.

WOOD FUNDAMENTALS/CONSTRUCTION & MANUFACTURING DESIGN

Students learn to use an array of tools and use machinery to create different objects to develop their woodworking skills.

INTRO TO STAGE PRODUCTION TECHNOLOGY

Students enrolled in this class will be introduced to theater production with an emphasis on technical elements. Students will construct sets and scenery, provide lighting, and participate in sound and stage management.

MIDDLE SCHOOL STUDY SKILLS (for 7^th grade Only)

This course would provide students with the opportunity to learn organizational skills and test taking strategies. Students will learn how to set short and long term goals so that they may become lifelong learners. Students will also learn how to successfully manage the transition from elementary school as they move into middle school.

BANNER/FLAG & DRILL TEAM (Year) (Application & summer band camp required)

Banner/Flag and Drill Team develops dance and flag skills needed to complement the intermediate middle school marching band. Students will perform at a level that reflects understanding of their movement and artistic abilities. Public performances are required as part of course credit. Drill Team is a 7^th period course.

LEADERSHIP/ASB (Year) (By application/interview only)

Students will be involved in the planning and presenting of middle school activities. They will learn organization and leadership skills necessary in implementing quality events. Students will gain hands-on experience in organizing dances, assemblies, fundraisers, and service projects.

YEARBOOK (Year) (By application/interview only)

Yearbook is a year-long elective where students work with the advisor (teacher) to capture the history of Bellflower Middle School and put together a publication of the year’s activities and events. In addition to assisting the yearbook advisor with the publication of the yearbook, students are also responsible for assisting with advertising the yearbook and fundraising throughout the school year. Students will learn a variety of skills that will help them to complete yearbook tasks and responsibilities throughout the school-year: photography skills; basic Photoshop/editing skills; basic graphic design; proofing and editing finished products; Microsoft Office programs; Google Drive; fundraising; advertisement.

PROJECT LEAD THE WAY YEAR 1 – ROBOTICS AND MODELING (Year)

(2.0 GPA required)

This class is for students that are interested in building, creating and critical thinking. Students will learn the engineering process through a series of fun and interesting projects. The first semester students discover the design process and develop an understanding of the influence of creativity and innovation in their lives. They will utilize math and engineering skills to complete a series of project based activities. The second semester students will students trace the history, development, and influence of automation and robotics as they learn about mechanical systems, energy transfer, machine automation, and computer control systems.

PROJECT LEAD THE WAY YEAR 2- GREEN ARCHITECTURE & ROBOTICS (Year) (Successful Completion of PLTW YEAR 1: DM/AR)

This is the second year of Project Lead the Way and is for students that have completed Robotics and Modeling. In this unit, students learn how to apply this concept to the fields of architecture and construction by exploring dimensioning, measuring, and architectural sustainability as they design affordable housing units using Autodesk’s® 3D architectural design software. Students will also be given the opportunity to create their own Robotic designs to solve a series of tasks based on criteria and constraints, successful designs have a possibility of being entered in local robotics competitions.

For 8^th grade students only.

INTRO TO AUTO/TRANSPORTATION & RENEWABLE ENERGY

This course will provide students with basic information on automotive technology knowledge and/or fuel cell cars, solar energy and aquaponics.

SPANISH 1 (for 8^th Grade Only)

This course introduces students to the Spanish language and its culture. Students learn to speak Spanish in real life situations. They will develop vocabulary, grammar, and comprehension of the spoken language, as well as learn about geography, history, traditions, and daily life. Students who successfully complete Spanish 1 in the 8^th grade will enter high school having completed Spanish 1 and will be able to enroll in Spanish 2 in 9^th grade.

SPANISH 1/SPANISH SPEAKERS – (for 8^th Grade Only)

This course introduces students to the Spanish language and its culture. Students learn to speak Spanish in real life situations. They will develop vocabulary, grammar, and comprehension of the spoken language, as well as learn about geography, history, traditions, and daily life. Students who successfully complete Spanish 1/Spanish Speakers 1 will enter high school having completed Spanish Speakers 1 and will be able to enroll in Spanish 2 in 9^th grade.

ENGLISH LANGUAGE DEVELOPMENT (Year)

This course is for all EL students who have not yet been reclassified. There are 4 district levels: newcomer, beginning, intermediate, and advanced. In this course, students focus on developing their English language skills in the areas of Reading, Writing, Listening, Speaking, and Comprehension.

MATH SUPPORT & ENRICHMENT (Year)

This course is for any student who has yet to master basic math facts and needs more support to develop their skills in order to be successful in grade level math standards. Placement is based upon teacher recommendation.

Mathematics

The Mathematics Department courses provide a sound analytical foundation for citizenship, college and the workplace. The Math Department provides the skills and experiences necessary for students to be computationally competent and mathematically powerful. The standards call for learning mathematical content in the context of real-world situations, using mathematics to solve problems, and developing “habits of mind” that foster mastery of mathematics content as well as mathematical understanding.

The California Common Core State Standards for Mathematics (CA CCSSM)

Common Core Standards reflect the importance of focus, coherence, and rigor as the guiding principles for mathematics instruction and learning. California’s implementation of the CA CCSSM demonstrates a commitment to providing a world-class education for all students that supports college and career readiness and the knowledge and skills necessary to fully participate in the twenty-first-century global economy.

Integrated Math Pathway

The Bellflower Unified School District is proud to offer an integrated math sequence to present the new California Common Core Standards (CA CCSSM). The Integrated Math sequence was designed to optimize the organization of the new standards into a more natural and coherent order. For example, students will receive instruction in Algebra every year. The Integrated Math Pathway consists of three courses (IM 1, IM 2, and IM3) that has replaced the traditional sequence (Algebra 1, Geometry, and Algebra 2). The three courses (as a package) are equivalent to the conventional courses (Algebra I, Geometry & Algebra II). We believe that the integrated approach to teaching and learning math will be beneficial to students. It will allow them to see mathematics as more relevant to their lives and enjoy a higher probability of success on standardized tests and be college and career ready. The integrated sequence was phased in one course at a time, beginning with Integrated Math I, over a three-year period, beginning with the 2015-2016 school year. The Integrated Mathematics pathway has now been fully implemented.

INTEGRATED MATH 1

The purpose of Integrated Math 1 is to develop each student’s ability to think mathematically and conceptually. In this course, students will learn how to analyze and model multiple representations of linear functions, inequalities, and systems. Students will learn how to communicate and make connections in order to understand real world situations and use algebraic reasoning to facilitate deeper learning. Students will also learn about exponential functions and how to compare and contrast them with linear functions. Linear and exponential concepts will also be used to identify and create arithmetic and geometric sequences. In addition, students will learn how to apply geometric reasoning with respect to transformations, constructions, and coordinate proofs.This course meets the UC/CSU a-g requirements in the following category: (c) – Mathematics. Minimum Course Requirement for 9^th and 10^th Grade Students

INTEGRATED MATH 2 / INTEGRATED MATH 2 HONORS*

The focus of the Mathematics II course is on quadratic expressions, equations, and functions; comparing their characteristics and behavior to those of linear and exponential relationships from Mathematics I. Students will expand their experience with functions to include more specialized functions such as absolute value, step, and functions that are piecewise-defined. For the Mathematics II course, instructional time should focus on five critical areas: (1) extend the laws of exponents to rational exponents; (2) compare key characteristics of quadratic functions with those of linear and exponential functions; (3) create and solve equations and inequalities involving linear, exponential, and quadratic expressions; (4) extend work with probability; and (5) establish criteria for similarity of triangles based on dilations and proportional reasoning.This course meets the UC/CSU a-g requirements in the following category: (c) – Mathematics. Prerequisite INTEGRATED MATH 2: C or better in both semesters of Integrated Math l. Prerequisite INTEGRATED MATH 2 Honors: Grade of “A” in Integrated Math l and/or teacher recommendation.

INTEGRATED MATH 3 / INTEGRATED MATH 3 HONORS*

The focus of the Mathematics III course is extending the notion of functions to encompass polynomial functions, rational functions, radical and other inverse functions, logarithmic and exponential functions. Students will expand their experience with functions to include more specialized functions such as the trigonometric functions. For the Mathematics III course, instructional time should focus on four critical areas: (1) extend the understanding of angles to the unit circle and the graphs of the six trigonometric functions; (2) compare key characteristics of inverse functions (radical and logarithmic and inverse trigonometric), rational functions polynomial functions and cyclical functions with quadratic functions and linear and exponential functions; (3) create and solve equations that involve rational expressions, polynomial expressions, logarithmic or exponential as well as trigonometric expressions; (4) extend work with probability to discuss the normal curve. This course meets the UC/CSU a-g requirements in the following category: (c) – Mathematics. Prerequisite INTEGRATED MATH III: “C” or better in both semesters of Integrated Math II. Prerequisite INTEGRATED MATH III Honors: “B” or better in Integrated Math II Honors OR teacher recommendation.

MATH ANALYSIS

Students will study circular and right triangle trigonometry, as well as be introduced to new concepts in number field, analytic geometry, functions, sequences, series, inverse relations and polar coordinates. Students will broaden their basic knowledge of trigonometry by working with more advanced identities, law of sines and cosines, and trigonometric equations. Graphing calculators are strongly recommended. This course meets the UC/CSU a-g requirements in the following category: (c) – Mathematics. Prerequisite: C or better second semester of Integrated Math III.

MATH ANALYSIS HONORS

This course will take the Math Analysis curriculum and explore it at a much greater breadth and depth, moving at a much faster pace. In addition to the regular Math Analysis curriculum, students will learn some Calculus topics including finding limits graphically and numerically, continuity, one sided limits, infinite limits, derivatives, tangent line problems, differential rules, and the chain rule. This course meets the UC/CSU a-g requirements in the following category: (c) – Mathematics. Prerequisite: B or better both semesters of Integrated Math III recommended.

AP CALCULUS AB

Students will study important concepts in calculus, including differentiation, exponential and logarithmic functions, applications, differential equations, functions of several variables and circular functions. Successful completion of this course prepares students to take the Advanced Placement Calculus AB exam for college credit. This course meets the UC/CSU a-g requirements in the following category: (c) – Mathematics. Prerequisite: B or better second semester of Math Analysis Honors, or teacher recommendation.

AP CALCULUS BC

Students will study important concepts in Calculus, including differentiation, integration, exponential and logarithmic functions, applications, differential equations, functions of several variables, circular functions, infinite series, and parametric, vector, and polar functions. Successful completion of this course prepares students to take the AP Calculus BC exam. This course meets the UC/CSU a-g requirements in the following category: (c) – Mathematics. Prerequisite: A score of 3 or better on the AP Calculus AB exam.

BUSINESS MATH

This class covers personal finance and business math. In personal finance the following topics are covered: gross income, net income, checking and savings accounts, cash and credit accounts, loans, transportation costs, housing costs, insurance and investments. Business math covers the following topics: personnel, production, purchasing, sales, marketing, warehousing, and distributing, services, accounting, financial management and corporate planning. Prerequisite: Students must have completed Algebra 1/Integrated Math 1. Open to incoming Seniors ONLY.

STATISTICS

This course provides an introduction to statistics. In addition to learning how to apply statistical procedures, this course explains how to meaningfully describe real sets of data, what the results of statistical tests mean in terms of their practical applications, and how to evaluate the validity of the assumptions behind statistical tests. Topics included are mean, standard deviation, variance, probability, random variables, binomial probability distribution, normal probability distribution, central limit theorem, testing hypotheses, confidence intervals, linear regression, and linear correlation. This course meets the UC/CSU a-g requirements in the following category: (c) – Mathematics. Prerequisite: C or better second semester of Integrated Math 3; Open to incoming Seniors only.

INFORMATION ON MATH PATHWAYS

Science

Career Technical Education

The Career Technical Education/Industrial Technology Department offers courses designed to meet professional and personal goals including preparation for jobs and preparation for students who plan to major in graphic production technology, electronics, automotive technology, film/video production, culinary arts, or professional woodworking. Career Technical Education plays a key role in preparing all students for success in occupations that are fast growing and in high demand. Career Technical classes are open to students from grades 9-12 to give them the opportunity to gain job-entry skills, college preparedness, as well as leadership skills.

Dual Enrollment

BUSD, in partnership with Cerritos College, is offering dual enrollment course offerings on the Bellflower High School campus taught by Cerritos College faculty members. Students who qualify, will be dually enrolled at Cerritos College and Bellflower High School and earning college credit as well as high school units simultaneously. Interested students need to be complete a process that includes registering online for Cerritos College and taking the Cerritos College English placement exam. Due to the rigorous nature of the course, students can earn a full year of high school English credit in a semesters time. Space is limited for qualified students. Students are encouraged to speak to Mrs. Whitney, Assistant Principal for more information.

Prerequisite: Students must be in 11th or 12th Grade. Students must complete the Cerritos College student enrollment process and secure a valid Cerritos College student ID number. Students interested will sign up with their counselors and Cerritos College will determine eligibility and appropriate student placement. Due to the nature and rigor of the dual enrollment courses, classes will be double-period blocked, begin at zero period (6:45 am start) or 6^th period (2:00 pm start) and will be limited to 30 students per class.

CalAPS Courses

Performing Arts

Visual Arts

Life Skills

HEALTH
This required course is a contemporary field of study on today's health issues. The issues covered in this semester course are proper nutrition, physical fitness, communicable and non-communicable diseases, abuse, human sexuality, personal safety, life-saving techniques, mental health concepts and some human anatomy.

BUCS SUCCESS ACADEMY

The Bellflower Success Academy is an open program and elective course open designed to assist students the work toward successful completion of middle school and high school. Resources will be provided that promote success in social, emotional, and academic needs. This is an elective life skills course, and it is a fellowship of students dedicated to supporting and encouraging each other towards the goal of graduating high school and pursuing positive educational, vocational, and personal goals for the future. The primary goal is is reach out to students who may not have a connection to regular student support program and offer them the necessary support to succeed in their education and life.

Other Electives

YEARBOOK

Students selected for this class are involved in the design, layout, and production of the school's yearbook, writing of stories and captions, photography, candid and group events, design and layout of section pages and the overall editorial theme of each year's book. Course may be repeated for credit with permission. This course meets the UC/CSU a-g requirements in the following category: (g) – College Preparatory Elective. Course Prerequisite: Grades 9-12; Advisor's signature needed, GPA of 3.0 or above; high student motivation; positive attitude

OFFICE AIDE/ LIBRARY AIDE

Students that desire to be an office aide must have good grades, attendance, and no disciplinary entries on their student screen. Students in these positions are asked to assist in the day-to-day operations of the offices on our campus. This includes answering phones in a polite and professional manner, taking passes out to classes without disturbing classes, and assisting in the numerous other tasks that an office manager is asked to do . A maximum of fifteen credits may be counted towards graduation.Course Prerequisite: Counselor approval, Grades 11-12

English Language Development

Courses in the ELD department help the English learner acquire skills in reading, writing, listening and speaking in English. They provide support to the regular English program and promote student success in other subject areas. Students take these courses in addition to being enrolled in a regular English class. Once an English learner reclassifies, ELD courses are no longer mandatory. The eligibility for reclassification is:

B.H.S Graduation Eligilbility

GRADUATION REQUIREMENTS

Credit Requirement: 220 credits	Semester course: 5 credits

STUDENTS ARE REQUIRED TO COMPLETE THE FOLLOWING WITH A GRADE OF "D-" OR HIGHER

SUBJECT AREA	CREDITS	MORE INFORMATION
HISTORY SOCIAL SCIENCE	40	Geography (semester) Modern World History US History US Government Economics (semester)
ENGLISH LANGUAGE ARTS	40	English 9/English 9 Honors English 10/English 10 Honors English 11/AP English 11 English 12/ERW English 12/AP English 12
MATHEMATICS	20	Integrated Math 1 Integrated Math 2/Integrated Math 2 Honors Integrated Math 3/Integrated Math 3 Honors Math Analysis/Math Analysis Honors Calculus/AP Calculus AB/AP Calculus BC Business Math Statistics *At least one course must meet or exceed the rigor of Algebra 1/Integrated Math 1
SCIENCE: BIOLOGICAL	10	Biology of the Living Earth
SCIENCE: PHYSICAL	10	Earth Science (offered only through 18-19) Chemistry/Chemistry in the Earth System
ADDITIONAL YEAR OF MATH OR SCIENCE	10	Forensic Science/Criminalistics Environmental Science/AP Environmental Anatomy & Physiology/Anatomy Honors Physics/AP Physics 1 Chemistry in the Universe Biology of Living Earth/AP Biology Oceanography *or any math course listed above
FINE ARTS OR WORLD LANGUAGES	10	Either a Visual or Performing Art OR a World Language
PHYSICAL EDUCATION	20	2 years of PE
PRACTICAL ARTS	5	Waived if the student passes 2 years of World Language
HEALTH	5	1 semester
ADDITIONAL ELECTIVE CREDITS	55	Can be fulfilled by completing credits above and beyond the minimum graduation requirements specified above

Bucs Success Academy

Bucs Success Acdemy

Mission Statement

Is Success Academy right for you?

Interventions

Student Expectations

Ms. Traci Toal

Teacher on Special Assignment, Behavior Support Coordinator

Bucs Success Academy Teacher

Email: ttoal@busd.k12.ca.us

High School

9th Grade Roadmap

9th Grade Roadmap

Your 9th grade year is the perfect time to EXPERIMENT! Make new friends, try out a bunch of on-campus clubs, try out for a sport, and attend the many events that our school hosts throughout the year! Your level of engagement will set the tone for making the most out of your Portola experience the following years!

The Bellflower Counselors deliver guidance lessons to students, once during fall semester and again during spring semester, to inform you about our role in supporting you academically, socially, and emotionally, what classes are needed to meet graduation and 4-year college eligibility requirements, how to register for classes not only during your 10th grade year but also during the summer, and answer any questions you may have!

11th Grade Roadmap

11th Grade Roadmap

10th Grade Roadmap

10th Grade Roadmap

12 Grade Roadmap