Upper School - Ninth through Twelfth Grades |
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The basic curriculum in the Upper School centers around English, mathematics, history, the natural and social sciences, foreign language, fine arts, technology, and physical education. Advanced placement courses are offered in a variety of disciplines as determined by the courses of study for students. 78% of Advanced Placement students receive college credit based on their scores on the College Board Advanced Placement exams. Upper School students are bound by an Honor Code which supports honesty and trustworthiness in work and study. Upper School students also benefit from the guidance of College Counselors as they plan and work through their course of college preparatory work. Upper School students participate in a wide range of community service activities, both collectively and individually. With the benefit of an enrollment smaller than that of large metro high schools, many students have the opportunity to take on leadership roles in both the area of broad community service and service to the school. Emphasis on independent thinking, respect for learning, and concern for others are fostered for each student through an array of academic, aesthetic, and athletic opportunities. Heritage Upper School students pursue personal goals while developing a strong foundation for meeting the issues that await them beyond the Heritage campus.
English I This course focuses on laying a foundation of age-appropriate classical literature. Each of the four academic quarters delves into one specific area of fundamental understanding. These areas include an in-depth study of Mythology, the Bible as literature, Arthurian legend, and Shakespeare. In conjunction with the reading, students are guided in the development of critical thinking. Emphasis is placed on the development of writing skills. English II Here the emphasis is on the major American writers. Rather than focusing on specific genre, the course looks at the chronological development in literary style. Beginning with the earliest political and religious writers, instruction moves forward to include the Romantics, Transcendentalists, Naturalists, Realists, Regionalists, and finally the Contemporary writers. These different literary styles are demonstrated through short stories, poetry, novels, drama, and essays. Students are required to develop more advanced analytical and writing talents. There is emphasis on quarterly portfolio assessment, peer evaluation, self-editing, creative and expository writing, and one major research paper. The daily use of The Writers’ Notebook is fundamental to the development of writing skills. English III Junior English focuses on British writers. This curriculum also follows a chronological development. Earliest selections include Anglo-Saxon writings that led to works by Chaucer and other Medieval writers. Moving through the different ages allows the class to experience Elizabethan, Jacobean, Puritan, Restoration, Romantic, Victorian, and 20th Century writing styles. British Literature requires the student to delve into different facets of critical analysis as they develop an understanding of how literature represents the different aspects of man’s journey through life. The use of novels, short stories, essays, poetry, and drama allows students to examine how writers of different ages have expressed themselves through the written word. English IV A wide variety of contemporary literature from around the world exposes students to different thought and value systems. While this class includes British and American material, it is the first time that most students have been exposed to Eastern European writers. Students are required to make comparisons between Eastern and Western thought and writing styles. The focus of this class is an introduction to current literary thought with an emphasis on enhancing critical, and analytical skills. Advanced Placement Prerequisite: A 550 or above on the verbal SAT, an A average in previous English classes and teacher recommendations. Public Speaking In an effort to better prepare our students in the area of Language Arts, all students are required to take a course in Public Speaking. This one-semester course gives the student a valid experience in the planning, writing, and delivery of public addresses commonly required in schools, community, and professional settings. Verbal and non verbal communication and listening skills are also emphasized in the course. Discussions of such topics as stage fright, topic selection, audience analysis, and gathering and organizing information also precede the presentation of the actual speeches. Additionally, the students are given opportunities to learn better communication skills in group settings, panel discussions, and storytelling. Completion of the course prepares students to create and deliver a speech appropriate to most situations. Writer’s Workshop (Real World Writing) The focus of this class is to develop skills that students need to express themselves clearly in writing outside of what is required in the traditional English class. In addition, students develop critical thinking skills by reading and analyzing news and other writings. During the first semester, students learn to write clear, well-organized narratives that show a high degree of sophistication. This prepares them for success in the writing portion of the SAT exam. During second semester, students practice writing techniques used in modern journalism professions: reporting, publicity writing, copy writing, and business correspondence. In addition, the students learn about the workings of a newsroom and have their work published. One unit from a Fine Arts course is required for graduation. The Fine Arts courses offered include art, music, and drama. An introductory course in Fine Arts may be taken at any point in a student’s career without recommendation or audition. Art The Upper School art program is designed to provide a thorough foundation in the four major disciplines of art for students of varying art backgrounds. The program provides a review of concepts introduced in previous years and an in-depth study of fundamental concepts in aesthetics, art criticism, and art history. The instructor encourages students to explore the creative potential of a variety of two and three dimensional media. All courses emphasize decision making, problem solving, and the recognition of the validity of many individual solutions to a common design problem. There is a strong emphasis on analysis and evaluation of artwork. Students work together for support and evaluation. Art I In this course, there is an increased emphasis placed on compositional and life drawing skills and perceptions. Students experiment with a variety of two and three dimensional media and are introduced to the study of human anatomy. Students will review and hone their perspective drawing skills. Emphasis is placed on the introduction and implementation of the elements and principles of design. Sketchbooks are utilized as a valuable organizational tool. There is an emphasis placed on the completion of a project from concept to finish. Teacher-led critiques are used in the teaching of aesthetics. As students are introduced to the study of art history, there is an emphasis placed on critical writing and thinking. Additionally, students will learn to present their own artwork and assist in the evaluation of their work. Students’ use of class time, management of materials, and cleanup of work area. are also considered part of the Art I course of study. Art II Prerequisite: Art I with a B- or higher or with departmental recommendation. Students will review all major concepts from Art I. Art III/ AP Art Prerequisite: Departmental recommendation. Drama  Drama is more than an extracurricular activity at the Heritage School, it is an academic class that involves study of the craft. Moreover, the Drama students are eligible for all Heritage productions. Students at all levels are welcome to the program. Drama I Class work revolves around the study of acting techniques, terminology, improvisation, and theatre history. Students learn how to interact naturally on stage, project their voices, and understand the idea of actor objective. Students in Drama I are eligible to participate in all productions at Heritage. Advanced Drama Prerequisite: Drama I and the recommendation of the teacher. The Heritage School offers a complete course of study in two foreign languages, French and Spanish. French I The French I course is designed for the beginner French student as either an introduction to French or as a review of language fundamentals covered in the 8th Grade French course. Along with basic grammar study, particular emphasis is placed on the development of French speaking, listening and writing for communication skills. In accordance with the Five “C”s of Language Learning: Communication, Cultures, Connections, Comparisons and Communities, lessons incorporate cultural objectives designed to offer students a look at various aspects of French life and history. The French I course combines traditional language study methods with interactive web-based grammar practice, audio and video listening exercises and project-based learning segments. No prerequisite is required. French II Prerequisite: French I or instructor approval French III Prerequisite: French II French IV Prerequisite: French III French V Prerequisite: Teacher recommendation. This class is offered when demand permits. French AP Language Prerequisite: Teacher recommendation. This class is offered when demand permits.
Spanish I
Spanish II Prerequisite: Spanish I Spanish III Prerequisite: Spanish II Spanish IV Prerequisite: Spanish III Spanish V This course is a continuation of Spanish lV. The course objective is to help students attain the optimum readiness for college language courses. Spanish AP Language Prerequisite: Teacher recommendation. This class is offered when demand permits. Middle School/Upper School Through open access to the Library /Media Center and collaboration with classroom teachers, the Media Specialist will provide assistance in the following areas:
Mathematics course offerings at The Heritage School go beyond the typical high school requirements to allow students to reach their individual potential. The curriculum addresses the needs of both average and gifted math students. Algebra I Students examine elementary algebra and its language, which includes properties and sets of real numbers, equations and inequalities, polynomials, factoring, the coordinate plane, graphing linear equations, and introduction to radicals. Pre-requisite is Pre-Algebra. Based on a final year average of 85% or higher, students move on to geometry. Eighth grade students with less than an 85% yearly average retake Algebra I in ninth grade. Students with final year averages of 95% or higher may be recommended to “double up” and take both geometry and Algebra II the next year. Geometry A basic course of Euclidean Geometry covers the following topics while intensely reviewing and using topics from Algebra I. Students will study points, lines, planes and angles, reasoning and logic, parallels and their properties, triangles and their properties, congruent triangles and their applications, quadrilaterals, similarity, ratio and proportion, right triangles, circles, polygons, area, and perimeter, as well as polyhedron, surface area and volume, graphing, equations of lines, and the coordinate plane. Algebra II Algebra II is an extension of basic Algebra I concepts. This course incorporates a constant review of past math courses while delving into the topics listed in this discipline. Additionally, SAT preparation takes place in this course. If a student has an 88 or above and has completed an independent chapter on Conic sections he may go on to Pre-calculus; otherwise he will move to Algebra III. Topics covered are equations and inequalities, linear relations and functions and their graphs, systems of equations and inequalities, matrices, polynomials and factoring, irrational and complex numbers, quadratics, parabolas, polynomial functions, rational polynomial expressions, and exponential and logarithmic functions. SAT Math This year-long course is for students who are currently in Algebra II or higher with at least a C in geometry. This course is a review of the mathematical concepts found on the SAT. Students will practice old SAT questions and relating concepts all year in preparation for taking the SAT Exam. Algebra III This course is designed for students who have completed Algebra II but are not quite ready for the demands of precalculus. The first semester is devoted to review of Algebra II, with an emphasis on graphing, covering advanced Algebra II topics and conics. The second semester is devoted to a study of probability and an introduction to trigonometry, including graphing, solving trigonometric equations, proving trigonometric identities, right triangle problems, Laws of Sine and Cosine, and the Unit Circle. Advanced Math Seminar This course is designed for students who have completed Algebra II but are not quite ready for the demands of precalculus. The first semester is devoted to review of Algebra II, with an emphasis on graphing, covering advanced Algebra II topics and conics. The second semester is devoted to an introduction to trigonometry, including graphing, solving trigonometric equations, proving trigonometric identities, right triangle problems, Laws of Sine and Cosine, and the Unit Circle. Precalculus Prerequisite is an average of 88% or higher in Algebra II. AP Calculus AB Prerequisite: an average of 88% or higher in precalculus AP Calculus BC Prerequisite: a “3” on higher on the AP Calculus AB exam Calculus III Prerequisite: a “4” or higher on the AB or BC advanced placement calculus exam. AP Statistics Prerequisites: Approval of the AP Instructor and at least an 85 average in high school math courses. Instrumental Ensemble
Chorus This is a credited performance organization. The Choir meets many of the musical needs for events throughout the school year. Students develop their individual voices as they learn the correct principles of singing. The instructor places an emphasis on Show Choir and Concert Choir literature. Student participation in concerts, competitions, Honor Choruses, and regional events are included. A student’s involvement in Chorus may necessarily require practice beyond the regular school day. The Upper School science program is designed to prepare students for college course work by providing an in-depth structured coverage of specific topics in the areas of biology, chemistry, environmental science, and physics. Students encounter the subject matter in a sequential format beginning with the basic principles in physical science. The department places emphasis on laboratory techniques and analysis of data. Laboratory work continues the development of critical thinking skills and concept acquisition begun in the Middle School science program. Biology Biology aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary to deal critically with the changing science of biology. It is the goal of this course to engage students in science as a process through several methods: readings - discussion - laboratory experiments – projects - field studies - internet and media. Concepts and themes will be emphasized over fact memorization. Topics include genetics, ecology, Georgia coastline, barrier islands, cells, animals, the human body, microorganisms, plants and evolution. Chemistry Prerequisite: Algebra II Physics Prerequisite: Algebra II Physics II Prerequisite: Must be scheduled concurrently with AP Calculus Environmental Science
AP Biology Prerequisite: Biology, Chemistry and Permission of the Instructor AP Chemistry Prerequisite: Algebra II, Chemistry, and permission of the instructor. AP Environmental Science Prerequisite: Permission of the instructor. Health and Personal Fitness
Weight Training Weight training is offered to students in grades 8 – 12 as an elective course. Weight training focuses on individual physical improvement through the use of free weights, stations, and aerobic activities. Each student will develop, with the help of a supervisor, an individual work-out which will help the student reach his full potential. World History II One course in World History is required for graduation The major purpose of this course is to make available to students a survey of World History that will help them understand their own time and country and trace the origins of our particular culture. It will provide a background that will make later history courses meaningful. The course will endeavor to show the continuity of history, the influence of each era upon succeeding times, and the forces of historical cause and effect. The course is divided into four major time periods: Renaissance through the Age of Napoleon, the Romantic Period through the Industrial Revolution, Western Imperialism through World War I, and the Bolshevik Revolution to the present. Due to the vast subject amount of subject matter to be covered, certain areas will be surveyed while others will receive in-depth study. Students are also expected to be able to relate historical events to present-day events through analytical writing, debate, and research.As part of this course students will also read, discuss, and analyze the novel, All Quiet on the Western Front. The students will also be involved in a group project whose product will be a film based on a historical event. United States History One course in American History is required for graduation This course endeavors to examine and explain “the American experience”. It not only covers the facts of American history but also focuses on the decisions, both positive and negative, that affect national events. Students are expected to gain insight into the reasons behind the events and then be able to form and defend opinions. It is a survey course, meaning that all areas will be covered; however, the instructor must give some topics and events lesser emphasis, while others will receive in-depth attention and study. The approach is chronological, beginning with discovery and moving to the present. The text is essential and is supplemented with outside readings throughout the year. Students will learn to review books and articles, write essays and position papers, and construct research. AP United States History Pre-requisites: At least 550 on a verbal or writing section of the SAT or PSAT, at least a 90 average in all Upper School history classes, recommendation of the Instructor. American Government and Economics These semester courses are required for graduation. In the American Government portion of this course, students focus on our national constitution, the United States political system, origins of our government, federalism, and the executive, legislative, and judicial branches of government. Students explore economics through a variety of hands-on and technological methods. The course emphasizes microeconomic concepts relating to supply and demand in the free enterprise system. Topics to be covered include scarcity, opportunity costs, economic systems, business organizations, supply, demand, price structures, cost analysis, competition, market structures, and the role of government. AP European History Pre-requisites: At least 550 on a verbal or writing section of the SAT or PSAT, at least a 90 average in all Upper School history classes, recommendation of the Instructor. Psychology This course is an introduction to the theories, methodology, origins, and current direction of the study of the brain and the mind. Included are principles and applications of learning, memory and thought, brain physiology and function, the psychology of childhood, adolescents, adulthood and aging, altered states of consciousness, adjustment to society, and theories of personality. Students examine and discuss the theories of Freud, Jung, Pavlov, Skinner, Maslow, and other theorists of the sciences. Further, they study the psychology of the abnormal and the healthy. The phenomena of stress, anxiety, breakdown, adjustment, creativity, and man’s search for a higher calling create the center of the course. AP Psychology Pre-requisites: At least 550 on a verbal or writing section of the SAT or PSAT, at least a 90 average in all Upper School history classes, recommendation of the Instructor. Computer Applications Part of the technology curriculum includes the ethical issues involving computer use, copyright policies, and the impact of technology in society. Students must demonstrate proper keyboarding techniques and be able to touch type 25 - 30 words per minute with 90% accuracy. They practice and refine knowledge and skills in keyboarding, word processing, desktop publishing, spreadsheets, databases, multi-media and telecommunications. They learn to select and use technology tools to efficiently collect, analyze, and display data. They develop multimedia presentations and webpages to present research reports and term papers. Students learn to show competency in Microsoft Excel, Microsoft Powerpoint, Microsoft Publisher, Microsoft Word, and the Internet. Advanced Computer Prerequisite: An A in computer applications and a recommendation from the technology teacher. Our most recent curriculum additions have been two elective courses in visual arts. They are semester courses that give a number of students the opportunity to expand on their artistic, organizational, and technological skills to create unique productions. Graphic Design I Available to recommended Upper School students The primary goal of the class is to improve critical thinking skills as students are taught the elements and principles of design. Each assignment is analyzed in depth from the beginning concept to the finished art. Students access and critique each other’s work. Exposure to contemporary graphic design in all forms is ongoing. Students work on a variety of skill- enhancing exercises while developing the more in-depth assignments. Examples include creating a logo and using it in various ways and designing a product label and constructing a package prototype. Students are expected to verbally present their ideas as they might to an actual client. Two or three major projects are completed per quarter. A portfolio of professionally presented work is developed by year end. The secondary goal of the class is to provide an introduction into a technical field that might be a future career opportunity. Working professionals are invited to the classroom throughout the year. Graphic Design II Available to students who have taken Graphic Design I or to those who have a comparable portfolio of samples This class expands upon the skills introduced the year before. The students are expected to work in collaboration on several projects as they would if working for a design firm. Advertising campaigns are developed as part of the curriculum. Field trips and visiting artists are scheduled throughout the year. Students maintain a sketchbook of design solutions. Three or more major projects are completed each quarter. The portfolio compiled by the end of the course is expected to be of professional quality, suitable for presenting to art schools for admission or for seeking employment as a graphic artist. Sculpture Students are introduced to working in three dimensions using a variety of materials and techniques. Techniques include carving and additive and subtractive manipulation of the mediums. Mediums used include wood, plaster, soapstone, and clay. Prerequisite for the course is Art II. Video In this course, students will be instructed, using a hands-on approach, in the creative and technical aspects of producing finished digital video projects. Students will use state-of-the-art Apple computers and will be instructed in the use of iMovie, iDVD, iTunes, iPhoto, Final Cut Pro, Garage Band, and Soundtrack.
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English classes in the Upper School build on the foundations laid in Lower and Middle Schools. Writing, grammar, reading for understanding and critical thought are concepts and masteries that are ever-evolving. When students enter the Upper School English program, it is expected that they will have a working knowledge of these basic concepts, but it is only through continuing to stretch their thinking and practicing their skills that they will attain the levels necessary for success in higher education. Our program offers them that opportunity. Exposure to great literature [both classical and modern] and constant attention to writing are equally important to our program. Daily writing and reflection are encouraged through the use of the Writers’ Notebook. 
This course is an introduction to the Spanish language and culture. Its purpose is to enable students to begin to acquire proficiency in Spanish through a linguistic, communicative, and cultural approach to language learning. Emphasis is placed on the development of listening, speaking, reading, and writing skills and on acquisition of the fundamentals of applied grammar. The text is augmented with multimedia software, digital mp3 audio file creation, interactive Smart technologies, web 2.0 applications, video, and music. Active participation in class, daily preparation, and memorization are essential to acquire basic communication skills. Content goals include: conversational expression of feelings, ideas, and opinions in Spanish; spoken and written Spanish comprehension; oral and written presentation of information and ideas to an audience in Spanish; social patterns within Hispanic culture(s); and Spanish language usage within and beyond the school setting.
Upper School students may participate in Musical Ensemble. In this performance oriented class, students perform contemporary music in a modern, rock band setting. Selections range from current radio favorites to Jazz, Blues, and other styles. All instruments are welcome as are beginners wanting to learn their first instrument. 
This course will explore the interrelationships between human populations and the natural environment. Issues to be analyzed from a scientific, economic, political, and ethical basis include human population trends, pollution, natural resource use, and environmental protection. Field trips off campus, guest speakers, workshops and current scientific literature and research will supplement class discussion of controversial topics and environmental challenges. The lab component of this course will allow students to learn ways in which scientists study and monitor the environment. 
In the ninth grade, Health and Fitness is required for all students to meet Georgia requirements for graduation. In this course, lifetime fitness is approached with the individual in mind. Teaching the importance of a healthy body and mind is imperative. Students are exposed to a variety of fitness concepts including: setting personal fitness goals, Yoga, Pilates, strength training, aerobic conditioning, as well as sports and games. Health issues addressed are nutrition, drugs, alcohol, sex education, Sexually Transmitted Diseases, and Aids awareness. Emphasis is placed on issues facing adolescents. The curriculum includes the Georgia State Patrol Drinking and Driving Awareness Program.