e3 Civic High School

Academics » Course Selection 2017-2018

Course Selection 2017-2018



The College & Career Counselors at e3 Civic High assist scholars in becoming better informed academically, occupationally, and socially in order to effectively make critical decisions. Counselors also assist scholars with their Personalized Learning Plan, class selection and scheduling. They are available to assist with planning, interpretation of tests, school programs, parent/teacher conferences, and referrals to tutoring, testing and community agencies. They provide a plethora of information for college, financial aid and scholarships throughout the four years of high school and assist with the entire post secondary process during senior year.

In addition to individual appointments, counselors work with scholars in special groups and classroom presentations. Parents are encouraged to email or call their scholar’s counselor for information or to make an appointment for a conference.

Ms. Colon (A-L)        acolon@e3civichigh.com

Ms. Couperus (M-Z)          ccouperus@e3civichigh.com


Scholars and parents may make appointments with his/her counselor at any time. Email is the best way to contact the counseling staff to set up an appointment.


All scholars will choose their courses for the following school year in March. During this period, scholars and parents have the opportunity to speak with teachers and counselors about the courses they plan to take for the next school year. All scholars should develop a Personalized Learning Plan (PLP) to outline their courses for each year in high school. Scholars will use a PLP along with their grades, teacher recommendations, and preferences to drive course selection.


Our master schedule is scholar-driven and based on course survey results. Please carefully select your course preferences when completing the survey. Counselors will be available to work with scholars to individually help guide course selections and pathways. 2019-2020 schedules will be available on June 7, 2019. Schedule changes can be requested in person before school, during lunch and after school. The last day to request a schedule change is June 14, 2019 for grades 9-11. The last day to request a schedule change for incoming scholars is Sept. 3, 2019. All required courses towards graduation are the first priority in a scholar's schedule.  All changes after the deadlines are subject to administrative approval.


Scholars may request official or unofficial transcripts from the Registrar, Mrs. Carter. Scholars must fully complete a “Transcript Request Form” and submit the form to Ms. Carter.

  • Unofficial Transcripts: 72 Hours
  • Official Transcripts (High Season - Nov. 1 - Nov. 30, and Beginning of each semester): 5-7 business days
  • Official Transcripts (Low Season - Any other time): 72 Hours

Transcript Request Forms can be found in the Counseling Suite, located in the Pathways on the 7th Floor at the front desk.


Scholars and their families may submit an application to graduate early. Applications for the early graduation option must be submitted prior to end the of the first semester of the scholar’s 10th grade year. The application form is available from the counselors. Upon completion of the application, a meeting with the scholar’s counselor and parent/guardian must take place to discuss the requirements and responsibilities that come with an early graduation along with developing a new PLP for the scholar. Final approval will be given by the administration.


A scholar that wishes to accelerate a course through Apex (online class) may do so by meeting with their counselor to discuss options and goals. The scholar and parent then must complete the “Course Acceleration Form” and get approval from their current subject Learning Facilitator, Counselor and Administration before Apex enrollment. Once a scholar is enrolled, they will be responsible for acceleration work and completion independently.


If a scholar receives an “F” in a required course, they must recover the course through an Apex Online Course or retake the course the next school year, if space allows. If a scholar receives a “D” in a required course, it is highly recommended that they retake the course to replace the grade. Apex Online Courses are provided to scholars during an Acceleration Elective or eBlock course and counselors will change their schedules accordingly. Apex courses require additional work at at home in the evenings and during the weekends in order to complete the course in a timely manner.


The purpose of assigning a final grade to scholars at the completion of a course is to measure progress toward established course objectives. The Learning Facilitator is accountable for evaluating scholars’ achievement in relation to academic standards. The scholar has the responsibility to meet course standards by completing all necessary requirements.

If a scholar receives the final grade of a “D” or an “F” in a required graduation course, and recovers the credit, a new final grade will be assigned. The grade received from the repeated course will replace the original grade for the same course on the scholar’s transcript. A new Grade Point Average (GPA) will be recalculated at the end of each semester. NOTE: The original grade for the course will still appear on the transcript, but will not influence the scholars’ GPA.


  • Grade 9: 10-14 credits
  • Grade 10: 22-30 credits
  • Grade 11: 33-40 credits
  • Grade 12: 44 or more credits


A minimum grade-point average of 2.0 (9-12 WGPA) is required for graduation.


Scholars can achieve honor roll up to 8 times by finishing each semester with at least a 3.0 GPA. If a scholar attains a 3.5 GPA or higher for any semester, they will achieve the distinguished honor roll.


Scholars will graduate with honors if they maintain a cumulative 3.5 Weighted-GPA from grades 9-12 by the end of semester 1 during their 12th grade year.  


The valedictorian of the graduating class will be the scholar with the highest cumulative weighted Grade-Point Average after. The salutatorian will be the scholar who has the second highest Grade Point Average. The GPA’s used to identify both valedictorian and salutatorian are calculated using grades 9, 10, 11 and the first semester of 12th grade.


At e3 Civic High, the graduation requirements are aligned closely with the A-G Requirements.  This allows our scholars to graduate college-ready and college competitive by ensuring they are completing all necessary coursework in their four years here.


Courses from California high schools and online schools used to satisfy the "a-g" subject requirements must be approved by UC and appear on the institution's "a-g" course list. These courses are to be academically challenging, involving substantial reading, writing, problems and laboratory work (as appropriate), and show serious attention to analytical thinking, factual content and developing students' oral and listening skills. Both scholars and parents/guardians can check e3 Civic High’s A-G approved courses at: https://hs-articulation.ucop.edu/agcourselist#/list/details/4746/

NOTE: Course Lists change every year. To see past course lists, make sure you have clicked on the tab for the correct academic year.


Advanced Placement (AP) courses are rigorous college-level courses in a variety of subjects that give scholars the opportunity to gain the skills and experience colleges recognize. American colleges and universities may grant placement and course credit to students who obtain high scores on the examinations. All scholars who take an AP Course will take the corresponding AP Exam at the end of the term. Financial assistance is available for those who qualify.  Scholars should register with their counselor to get information on financial waivers.

COLLEGE COURSES: UCSD courses offered at e3 Civic High

Scholars may enroll into any UCSD College Course offered at e3 Civic High. These courses are available to all scholars who demonstrate high ability and achievement in their classes. If a scholar receives a grade below a “C” they will no longer be able to enroll in further UCSD College Courses. Scholars completing these courses will earn weighted high school credit and college credit.  

COLLEGE COURSES: Dual Enrollment at another college site

Scholars may enroll in college courses as a high school scholar. Scholar must bring the permission form from the college to the e3 Registrar to approve. After the course is taken, scholar must provide a copy of the transcript to the registrar to be added to their high school transcript.


  • A = 90-100
  • B = 80-89
  • C = 70-79
  • D = 60-69
  • F = 59 and below


A: History/Social Science - Three years, including one year of world history, cultures and historical geography and one year of U.S. history, or one-half year of U.S. history and one-half year of  American government or civics.

WORLD HISTORY (2 credits)

Grade 10

In this course, scholars will focus on a global perspective of the world, both of the present and in the past. The course will also ask scholars to engage in an intensive study of self and world cultures, through the lenses of race, class, religion, and gender, while paying special attention to how ideas change over time. While doing so, scholars will be asked to analyze common phenomena on different cultures in an attempt to draw the space closer to one another in an increasingly digital world.  

AP WORLD HISTORY (2 credits)

Grade 10

Recommended prerequisites: B or higher in English 1/2 or a 3.0 GPA

The AP World History course focuses on developing students’ understanding of world history from approximately 8000 B.C.E. to the present. The course has students investigate the content of world history for signi cant events, individuals, developments, and processes in six historical periods, and develop and use the same thinking skills and methods (analyzing primary and secondary sources, making historical comparisons, chronological reasoning, and argumentation) employed by historians when they study the past. The course also provide themes (interaction between humans and the environment; development and interaction of cultures; state building, expansion, and con ict; creation, expansion, and interaction of economic systems; development and transformation of social structures) that students explore throughout the course in order to make connections among historical developments in different times and places encompassing the ve major geographical regions of the globe: Africa, the Americas, Asia, Europe, and Oceania.

US HISTORY (2 credits)

Grade 11

This course is the interdisciplinary study of English Language Arts and U.S. History, which will examine the promise, fulfillment, and reimagining of the American Dream. Students will trace the foundations of the country, from revolutionaries to immigrants, and try to define what it means to be American. We will analyze not only primary sources of historical records, but also the literature and poetry inspired by historical events.

AP US HISTORY (2 credits)

Grade 11

Recommended prerequisites: B or higher in English 3/4 or World History or a 3.0 GPA

The AP U.S. History course focuses on developing students’ understanding of American history from approximately 1491 to the present. The course has students investigate the content of U.S. history for signi cant events, individuals, developments, and processes in nine historical periods, and develop and use the same thinking skills and methods (analyzing primary and secondary sources, making historical comparisons, chronological reasoning, and argumentation) employed by historians when they study the past. The course also provides seven themes (American and national identity; migration and settlement; politics and power; work, exchange, and technology; America in the world; geography and the environment; and culture and society) that students explore throughout the course in order to make connections among historical developments in different times and places.


Grade 12

During the fall semester, you will learn about the foundations of our country and the unique democratic government system it created. You will understand your roles as citizens of the United States and how to protect the liberties you are afforded by the Constitution. In addition, this course will teach you how the American political and election system work.

ECONOMICS (1 credit)

Grade 12

In this one-semester course, students will learn the basic macroeconomics and microeconomics principles that will help them understand how the economy of the United States works. They will learn how to become financially responsible and prepared for all financial operations that adults have to perform in order to have a stable, healthy financial life. By the conclusion of this course, students will understand a variety of economic terms and principles, including but not limited to: Scarcity, Opportunity Cost, Goal Setting, Setting Up and Maintaining a Budget, Financial Operations, Investments, Circular Flow, Resource and Product Markets, Government’s Role, Trade, and Supply/Demand.

B: English Four years of college preparatory English that integrates reading of classic and modern literature, frequent and regular writing, and practice listening and speaking.

ENGLISH 1/2 (2 credits)

Grade 9

English 1/2 is the interdisciplinary study of English Language Arts and Civics, the study of our rights and duties as citizens. Humanities is the study of what makes us an individual and what makes us a community. Using the 21st century innovation skills of critical thinking and problem-solving, collaboration across networks, leading by influence, agility and adaptability, initiative and entrepreneurship, effective oral and written communication, accessing and analyzing information, and curiosity and imagination, our students will explore what it means to be human. They will closely investigate and interact with complex texts and deepen their skills in writing common-core aligned narrative, information, and argument texts.

ENGLISH 3/4 (2 credits)

Grade 10

This course emphasizes the critical analysis of complex expository and narrative texts. Each standards-based unit of study interrelates reading, writing, oral communication, and language study. Students are provided with multiple opportunities to articulate their own ideas as well as to question, interpret, and evaluate others’ ideas.  E3 Eng 2 supports an in depth and independent research-based reading and writing as well as critical analyses of a range of challenging literary and informational texts. The course content focuses on teaching students skills and strategies for critical, independent reading and writing of increasingly complex and narrative texts. These texts are approached looking at the perspectives, or lenses, of race, class, religion, and gender. Instruction in each standards-based unit of study interrelates reading, writing, oral communication, and language study. Students are provided with multiple opportunities to articulate their own ideas as well as to question, interpret, and evaluate others’ ideas. The goal of instruction is to support students in becoming independent, strategic, critical readers, writers, listeners, and speakers who communicate effectively in various forms, for genuine purposes, and to authentic audiences. The course’s overarching yearly theme is international relations.

ENGLISH 5/6 (2 credits)

Grade 11

In English 5/6, we will focus our learning on the foundation of the 11th grade Common Core English Language Arts standards.  Our curriculum will cover four novels this year, placing a large emphasis on contemporary non-fiction and literature. Additionally, we place a heavy emphasis on writing proficiency. Written expression is a crucial part of communication and critical thinking. For high school students, developing strong writing skills not only helps their high school grades but also prepares them for their academic and professional futures.  We aim to make a difference in our community and world through both the written word and incorporating creative deliverables, such as video, photography and art.


Grade 12

During both the fall and spring semesters of Humanities IV, you will enhance your expository reading and writing skills by completing college preparatory ERWC coursework. The Expository Reading and Writing Course (ERWC) coursework was designed to improve the readiness of high school scholars for English competency in college, whether in the CSU, UC, or the California Community College (CCC) systems, and employs a research based effective practices approach for teaching both reading and writing at a deep level. Course assignments, organized into 14 modules and based mainly on non-fiction texts, emphasize the in-depth study of expository, analytical, and argumentative reading and writing.


Grade 12

Recommended prerequisites: B or higher in English 5/6 or a 3.0 GPA

An AP English Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone.

C: Mathematics - Three years of college preparatory math, including or integrating the topics covered in elementary and advanced algebra and two- and three-dimensional geometry. (4 years is recommended)


Grade 9

*non A-G approved course

This course specifically prepares scholars to excel in Integrated Math 1, which they will take in the the following school year.  In this course, scholars will be introduced to solving equations, working with functions, integrating algebra with geometry, and statistical data.

INTEGRATED MATH 1 (2 credits)

Grade Levels vary by scholar’s individual sequence of Math Coursework

This course establishes the relevance of mathematics by connecting an abstract understanding of Algebra and Geometry with practical implementation and problem-solving. Aligned to the common core standards, mathematics prepares students to use linear and quadratic functions to model trends, to draw critical relationships, and to reveal important implications in authentic data. This course is also a comprehensive look at the study of proofs, parallel and perpendicular lines, the coordinate plane, triangles, quadrilaterals, polygons, circles, trigonometry, congruence and similarity, surface area, volume and transformations, facilitating students to use coordinate geometry and trigonometry to solve design problems.

INTEGRATED MATH 2 (2 credits)

Grade Levels vary by scholar’s individual sequence of Math Coursework  

This course is an overview of fundamental mathematical skills relating to functions, equations, inequalities, probability, radicals, absolute value, exponents, polynomials, logarithms, complex numbers, the binomial theorem, rational functions, conics and matrices. This course prepares students to understand, model and analyze real-world problems by solving, graphing and comparing polynomial, trigonometric and exponential functions. This course also prepares students to use probability and trigonometry to draw conclusions and make decisions. Applications of topics will emphasize critical thinking and incorporate the use of technology. Moreover, students will be prepared for advanced studies in mathematics.

INTEGRATED MATH 3 (2 credits)

Grade Levels vary by scholar’s individual sequence of Math Coursework

Integrated Math 3 is designed to further explore the principles introduced in Math 1 and Math 2 in preparation for enrolling in advanced mathematics courses. Students will expand their knowledge of linear, exponential, and quadratic functions to polynomial, logarithmic, rational, and trigonometric functions.  Students will extend their understanding of trigonometry to all triangles and their experiences with data as they solve sophisticated statistical problems. Students will experience mathematics as a coherent, useful, and logical subject that draws their ability to make sense of problem situations, and will develop the ability to explore and solve mathematical problems, think critically, and work cooperatively with other students and communicate mathematical ideas clearly.

PRE-CALCULUS (2 credits)

Grade 10, 11, 12

Prerequisite: Math 3

This course is designed to prepare scholars to succeed in calculus by extending and drawing on knowledge gained through three years of integrated math in high school. The purpose of this course is to give scholars a deeper understanding of advanced graphical, algebraic and numerical techniques for solving, analyzing, and understanding trigonometry, functions, and multi-variable equations. By the completion of this course, scholars will be able to analyze the properties of functions and appropriately model real-world scenarios. This course continues the natural sequence of math studies from Integrated Mathematics 3 to establish readiness of all scholars to take Calculus.

AP CALCULUS AB (2 credits)

Grade 11, 12

Recommended prerequisite: B or higher in Pre-Calculus

This course is equivalent to the first semester of a three-semester university calculus sequence. This course specifically prepares scholars to excel on the AP Calculus AB exam, which is offered during the spring semester. In this course, scholars will be introduced to limits, derivatives, integrals, and applications of single-variable calculus.  Additional support will be provided to scholars who plan to independently study for the AP Calculus BC exam.

AP CALCULUS BC (2 credits)

Grade 12

Recommended prerequisite: B or higher in AP Calculus AB

AP Calculus BC is roughly equivalent to both first and second semester college calculus courses and extends the content learned in AB to different types of equations and introduces the topic of sequences and series. The AP course covers topics in differential and integral calculus, including concepts and skills of limits, derivatives, definite integrals, the Fundamental Theorem of Calculus, and series. The course teaches students to approach calculus concepts and problems when they are represented graphically, numerically, analytically, and verbally, and to make connections amongst these representations. Students learn how to use technology to help solve problems, experiment, interpret results, and support conclusions.

STATISTICS (2 credits)

Grade 11, 12

This course introduces topics typical of a college level statistics course, including data collection, descriptive statistics, probability distributions, confidence intervals, hypothesis testing, correlation and regression.  This course is a prerequisite for AP Statistics.

D: Laboratory science Three years of laboratory science providing fundamental knowledge in at least two of the three disciplines of biology, chemistry and physics. (4 years is recommended)

BIOLOGY (2 credits)

Grade 9

This entry-level course provides a broad perspective of biological concepts and principles. Topics include the process of scientific inquiry, the biochemistry of biological macromolecules, metabolism and manipulation of energy by plants and animals, cell division, classical and molecular genetics, development, systems biology, and the evolution and adaptation of living organisms.  This course will emphasize four large conceptual themes fundamental to a comprehensive understanding of biology: 1) Evolution: The process of evolution drives the diversity and unity of life. 2) Cellular Processes (Metabolism and Signal Transduction): Biological systems utilize free energy and molecular building blocks to grow. 3) Genetics and Information Transfer: Living systems store, retrieve, transmit, and respond to information essential to life processes. 4) Interactions of Complex Systems: Biological systems interact and these systems and their interactions possess complex properties.

The laboratory component of this course provides direct participation in experiments, demonstrations, and discussions related to fundamental concepts in biology.  This course is aligned with Next Generation Science Standards and the Common Core Curriculum. Selected sections from Neil A. Campbell and Jane B. Reece’s Essential Biology with Physiology will be used to guide this course. Students will also use the AP Biology Lab Manual for Students as a guide for the lab components of this course.  The iBook EO Wilsons, Life on Earth will also be used as a digital companion text for this course. The You Tube Channel: Crash Course Biology (Hank Greene) will also be used a supplement as well as various TED talks, Utah Genetics website and HHMI's Biointeractive.  

CHEMISTRY (2 credits)

Grade 10

Chemistry  is a rigorous college-preparatory science course designed to collectively mentor scholars interested in exploring a career in health and medicine. This course is based on the California State Standards for Chemistry, which were developed so that every scholar would have access to a uniform quality and quantity of information in science. Scholars will be expected to pursue mastery of the standards with problem-solving, critical thinking, and deductive reasoning skills.

PHYSICS (2 credits)

Grade 10, 11, 12

This two-semester, algebra-based physics course is designed to provide an introductory experience with the processes of investigating the physical world and the understandings derived from that process. The core content addressed in this course includes the topics of motion and forces, the conservation of energy and momentum, heat and thermodynamics, waves and electric and magnetic phenomena. These topics are presented using and inquiry-oriented, activity-based method and are organized in thematic units. This course meets college entry requirements for a laboratory science.


Grade 12

Prerequisite: Biomedical Chemistry

This course is designed to be 12th grade, advanced study of the human body for students with an interest in pursuing a career in a health-related field.  Topics include anatomical structures, physiological systems, and body functions. Students will acquire skills used in the classification of data, experience in oral and written communication of data, and skills in drawing logical inferences and predicting outcomes.  Students will apply the principle of physiology to human health and well-being and evaluate the applications and career implications of physiology and anatomy principles.


Grade 11, 12

Marine Biology will lead scholars through an introduction to life under the sea. In the courses journey we will view ocean organisms from plankton to marine mammals and those in between. We will use microscopes to view some of the smallest forms of life, dissections to see the anatomy of marine invertebrates, and field observations to see sea lions and whales just off the coast. The course will cover the basic understanding of what marine biology and oceanography are with topics as: zooplankton and phytoplankton, marine invertebrates, cartilaginous and bony fishes, marine mammals, ocean chemistry and water chemistry, ocean physics, and marine ecosystems specializing in the Californian Coast. Although an introduction, the course will make scholars understand and know marine taxonomy, marine anatomy, lab procedures, a basic understanding of physics and chemistry, and prepare them for continuation in the field of science.

AP BIOLOGY (2 credits)

Grade 11, 12

Recommended prerequisite: B or higher in Biology

AP Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore the following topics: evolution, cellular processes — energy and communication, genetics, information transfer, ecology, and interactions.

This course requires that 25 percent of the instructional time will be spent in hands-on laboratory work, with an emphasis on inquiry-based investigations that provide students with opportunities to apply the science practices. Students should have successfully completed high school courses in biology and chemistry. The course is based on four Big Ideas, which encompass core scientific principles, theories, and processes that cut across traditional boundaries and provide a broad way of thinking about living organisms and biological systems. The following are Big Ideas: 1) The process of evolution explains the diversity and unity of life. 2)  Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis. 3) Living systems store, retrieve, transmit, and respond to information essential to life processes. 4) Biological systems interact, and these systems and their interactions possess complex properties.

E: Language other than English Two years of the same language other than English or equivalent to the second level of high school instruction. (Three years is recommended)

MANDARIN 1/2 (2 credits)

Grade 9

This is an introductory course for non-Chinese speaking students who until now have had little in-depth exposure to the intricacies of Mandarin Chinese language and Chinese culture. The main objective of Mandarin 1 is to develop a strong foundation in the Mandarin Chinese language in listening, speaking, reading and writing. The listening and speaking skills in high-frequency common communicative settings will be developed through problem-based and project-based learning. Students will also be able to accurately write and depict Chinese characters, and effectively develop their phonetic understand of Pinyin. In addition, Chinese culture will be incorporated throughout the curriculum to help students build multicultural proficiency.

MANDARIN 3/4 (2 credits)

Grade 10

This is a continuation of Mandarin 1/2. The course is designed to prepare students to meet the second language requirement for high school graduation and college. It is also open to students who wish to  pursue their personal interests in Chinese language and culture. The class is conducted in a learner-centered environment where Pinyin, characters, word usage, sentence patterns, and grammar are taught. Students will improve the understanding of the connection between the language and culture.

MANDARIN 5/6 (2 credits)

Grade 11

Mandarin 5/6 builds on language skills developed in Mandarin I and II. The purpose of this yearlong course is to further develop students’ language accuracy in both formal and informal contexts. The course will more extensively review grammar and sentence structure and will give students the opportunity to practice appropriate use of idiomatic expressions, reading, and writing skills. It will also build vocabulary, expand reading comprehension through studies of classic Chinese literature, and encourage extensive conversation in Chinese. To promote cultural enrichment and greater understanding of Chinese tradition, the course will also introduce the history and concepts of Chinese philosophy.

MANDARIN 7/8 (2 credits)

Grade 12

In Mandarin 7/8, scholars develop more advanced languages skills as they practice listening, speaking, reading, and writing in the target language. Building on skills obtained in the previous three years, students continue to expand on their ability to express themselves in a variety of real-life conversations on topics such as traditional holidays in China, the changing of China, healthy lifestyles, travel, equal rights for women, environmental protection, money management, Chinese history, job interviews, and living in China as a foreigner. Students hone their ability to use complex syntax and grammar structures acquired from last year and focus on the ability to express their thoughts in an authentic and polite manner while speaking and writing. As they practice speaking, they learn to become more adept at spontaneous speaking. In addition to the textbook, songs, poems, movies, Chinese newspaper articles, blogs, and guest speakers are woven into the curriculum to incorporate cultural topics and authentic sources. Students are assessed on each unit in a variety of ways, such as quizzes, tests, compositions, role play, dialogues and projects.

PRE-MANDARIN 1/2 (2 credits)

Grade 12

Prerequisite: Mandarin 7/8

This course fosters the advancement of students’ self-expression in Mandarin via the study of Chinese literature, art, and culture as well as individual reflection and interpersonal communication skills. Throughout this yearlong course, students’ creative talents and critical thinking skills will be nurtured as they are encouraged to explore personal, social, cultural, artistic, political and literary topics in multifaceted and personally relevant ways. Among other activities, students will lead and participate in small and large group discussions, create multimedia projects, prepare oral and written presentations. We will tackle grammar through context-driven exercises and translation exercises alongside the consultation of various resources on Chinese expressions.

SPANISH 1/2 (2 credits)

Spanish 1/2 is an introductory course based on the 4 essential elements to learn and communicate in a foreign language: listening, speaking, reading, and writing. The acquisition of Spanish will also occur through cultural exposure as seen through art, realia, pronunciation, activities, videos, and readings. The class will encourage learning through individual instruction, group collaboration, hands on activities, and spoken dialogue. It is the philosophy of the facilitator that anyone can build their confidence to communicate in a foreign language and you can learn through your mistakes. To learn Spanish is to open the door to an exciting and fun world of adventure!

SPANISH 3/4  (2 credits)

Grade 9, 10

This course is designed for students who have taken Spanish 1/2 and wish to continue their Spanish studies. Non-native speaking students work together to develop and enhance integrated skills of listening, speaking, reading, and writing in Spanish. Instruction will emphasize listening, speaking, reading, and writing skills in preparation for advanced work. Students will be able to express themselves at a more advanced level in present and past tenses. Additional emphasis will be focused on reading comprehension in the target language.

SPANISH 5/6 (2 credits)

Grade 9, 10, 11

Spanish 5/6 uses 21st century skills to improve the level of Spanish communication. It will use today’s world languages curriculum and instructions based on the following categories: (1) Communication, (2) Cultures, (3) Comparisons, (4)  Communities. Native Spanish speakers will learn to articulate and improve their functionality in the language; whereas, non native speakers will increase their mastery and confidence in the foreign language. Scholars will go beyond the learning of isolated words and memorization of limited phrases. Scholars will also continue to practice the elements needed to communicate effectively in a foreign language (listening, speaking, reading, and writing). The class will encourage learning through individual instruction, group collaboration, hands on activities, and spoken dialogue.  

SPANISH 7/8 (2 credits)

Grade 10, 11, 12

Recommended prerequisite: Spanish 5/6 or Spanish LF recommendation via assessment

This course provides scholars with opportunities to demonstrate proficiency in each of the three modes of communication (Interpersonal, Interpretive, Presentational), in the Intermediate to Pre-Advanced range, as described in the ACTFL Performance Descriptors for Language Learners. The exam presupposes an average of three to five years of language instruction at the high school level.  

AP SPANISH (2 credits)

Grade 10, 11, 12

Recommended prerequisite: Spanish 5/6 or Spanish LF recommendation via assessment

The AP Spanish Language and Culture course emphasizes communication (understanding and being understood by others) by applying the interpersonal, interpretive, and presentational modes of communication in real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness. The AP Spanish Language and Culture course strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in Spanish. The AP Spanish Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students' awareness and appreciation of cultural products (e.g., tools, books, music, laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions).

F: Visual and performing arts One year chosen from dance, music, theater or the visual arts.

ADVANCED DRAMA (2 credits)

Grade 10, 11, 12

Prerequisite: Drama 1; LF Recommendation  

This course is for scholars who have passed Drama and would like to continue their work in the dramatic arts. Scholars will perform in two showcases (Musical Theater and Classical Theater) as well as present a portfolio in one of three areas (Acting, Directing and Technical Theater) for exhibition at the end of the year.

CHOIR (2 credits)

Grade 10, 11, 12

Learn the fundamentals of healthy vocal production while experiencing the joy of ensemble singing in two-, three- and four-part harmony. No experience necessary. e3 scholars participating in Choir are invited to participate in the San Diego Central Library Singers, a new singing chorus designed to serve both the school and the community. Explore the rich cultural heritage of choral singing from the Renaissance through the Baroque, Classical, Romantic periods, up to modern pop and jazz.

DIGITAL MEDIA ARTS 1/2 (2 credits)

Grade 10, 11, 12

Digital Media Arts (DMA) is designed to introduce graphic design as an art form and visual communication between creator and viewer. Through the use of color, type, form and marketing research students will learn all basic and intermediate tools and techniques that the Adobe Illustrator program has to offer.  A strong focus on product development, logo development, photo enhancement, and marketing and advertising layouts, learning both the artistic and commercial side of the graphic design industry. Each student will build an understanding of 2D & 3D Design, visual placement and color theory through guided instruction and creative problem solving. Each project will be concluded with a class discussion and critique.

DIGITAL MEDIA ARTS 3/4 (2 credits)

Grade 10, 11, 12

Prerequisite: Digital Media Arts

Digital Media Arts Advanced is the second sequence in developing knowledge of the Adobe CC Software dedicated to the artistic and commercial connection it plays in the design, marketing and art world. Students will develop strong skills in pre-production and post production commercial design which involves and not limited to introduction of digital photography, Adobe Photoshop and digital photography editing. This course builds off individualistic ideas, process and design; however, it strengthens prior knowledge of Adobe Illustrator skills and foundation learned in Digital Media Art #1. Adobe Illustrator is also continuously utilized and focused on building skill sets not learned in Digital Media Art #1. Students will have created a breadth of digital work between both courses that can be utilized in applications for college level art portfolios.

DRAMA (2 credits)

Grade 10, 11, 12

This course is for scholars interested in the performing arts. Experience is not necessary, but a willingness to perform is! Each participant works at their own level without comparison to fellow scholars. Throughout the semester, scholars will learn the basics of improvisation and acting as well as character development, script writing, theatrical games, scholar skits and direction of showcases. No prior experience necessary.


Grade 10, 11, 12

An introduction to art theory, techniques and mediums including beginning practices in drawing, painting, pastels and three dimensional design; also with a strong focus on art appreciation students will learn the historical aspects of the art world; building and understanding of art history elements, artwork and the artists who created them. Through hands on experience and the creative process, all students will be introduced to new art mediums and practices with formal instruction and class demonstrations. At the end of the semester in this course, scholars will move onto Studio Art Level 2, found below.

MADRIGALS (2 credits)

Grade 10, 11, 12

Prerequisite: Previous Choir Experience

The Madrigal Choir is made up of elite singers from e3’s scholar body. Previous vocal music experience as well as a yearlong commitment is required to be a member of this ensemble. Scholars will perform at several community events throughout the school year including school showcases, KUSI’s “Songs of the Holiday Season”, the Padres Choir Night, Disneyland workshops and California Music Educator’s Association festivals.


Grades 9, 10, 11, 12

Play Production is a two-semester course that meets weekly during Wednesday’s eBlock, as well as during scheduled after school rehearsals. In this class, students work together to put on performances of a full-length musical during the spring semester. Opportunities exist in this class for students to be involved in all areas of the theatrical process: acting, singing and dancing. Maintaining a 2.0 GPA as well as committing to after school rehearsals and performances is mandatory for this class.

G: College-preparatory elective One year chosen from the “a-f” courses beyond those used to satisfy the requirements above, or courses that have been approved solely in the elective area.


Grade 11, 12

Recommended prerequisite: B or higher in Exploring Computer Science & Math 2

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

CODING (2 credits)

Grade 11, 12

Recommended prerequisite: Exploring Computer Science & Math 2

During this course, students acquire basic programming skills in Java through practice. Using professional programming tools such as IntelliJ Idea and GitHub, students develop a mastery of logic, loops, variables and Object Oriented Programming (OOP) and with a firm foundation in problem solving and logical thinking. Understanding OOP is challenging because it requires you to think in an abstract way about technical concepts, but mastering this mindset gives you a powerful tool for breaking complex problems into more manageable ones, which is a paramount skill for any software engineer.

DESIGN THINKING (2 credits)  

Grade 12

In this course seniors are taught the mechanics of the five-step Design Thinking process. Subsequently they identify a design thinking challenge that is of interest and stirs their passion.  They work to solve a problem or improve a process, experience or tangible product for the workplace. Seniors can also choose a challenge that addresses a broader issue related to the internship experience or personal passion. For example, scholars working for a hospital might pursue the following, “How might we reduce the risk of infections for patients in the hospital?” Scholars working in a school setting might design the following challenge, “How might we reduce cyber bullying on middle school campuses?” Finally, since a core e3 focus is civic leadership all Seniors in the DT/Workforce Development course must not only solve a problem but do something with the solution through an act of civic service.


Grade 10 required

Exploring Computer Science is a yearlong course consisting of 6 units, approximately 6 weeks each. The course was developed around a framework of both computer science content and computational practice. Assignments and instruction are contextualized to be socially relevant and meaningful for diverse students. Units utilize a variety of tools/platforms, and culminate with final projects around the following topics: 1) Human Computer Interaction, 2) Problem Solving, 3) Web Design, 4) Programming 5) Computer and Data Analysis and 6) Robotics.

YEARBOOK (2 credits)

Grade 9, 10, 11, 12

This is an elective two-semester course designed to develop basic skills in design, photography, editing, journalism, managing and marketing. Students are responsible for taking digital photos, conducting interviews, managing clerical operations, making announcements, maintaining signage, and composing, designing, and editing all elements of text, graphic art, and digital photography layouts that will appear in the yearbook.This course requires students to be organized, motivated, and possess strong reading and writing skills upon entering the class, as well as be available outside of regular class hours to attend school activities and meet deadlines.

e3 Elective Courses: elective courses are not A-G approved

MICRO COURSE - Global Relevance and Literacy GR6 (2 credits)

Grade 9 required

All 9th graders will take a series of 6 micro courses with three courses per semester. The six courses are: Introduction to Finance, Culture and Global Awareness, Civics, Performing Arts, Digital Media Arts, and Career Exploration. Scholars will have six weeks in each mini course. The goal of GR6 is twofold 1) to expose scholars to information needed to understand the relevance of their high school courses and program and to provide them with knowledge to select an elective pathway.


Grade 12

In workforce development, scholars engage in extensive internships which provide the opportunity for career exploration and skills development.  Scholars can choose a Career Exploration Internships when they are unsure about their career interest. This type of internship focuses on soft skills and scholars may rotate through various departments to gain an understanding of career options available to them.  In addition, scholars can choose a Career Target Internship when they express a clear interest in a particular career path. At these sites, it is the intention that scholars will build specific and transferable skill sets as they work on projects, duties, and tasks associated with that   Prior to the internship placement, scholars learn how to fill out a job application, successful employment etiquette, develop a resume, and job interviewing skills.

e3 Physical Education Courses: Two years of PE is required for graduation.

PE 1/2 (2 credits)

Grade 9, 10, 11, 12

This course will integrate health and nutrition science issues relevant to the modern-day teenage society. Scholars will strengthen civic leadership talents by providing solutions to teenage health issues through problem-based, project-based learning. Scholars will present their findings to the public following the completion of their projects. Scholars will also perform daily challenging physical fitness activities, which develop self-esteem, internal motivation, and leadership skills necessary for a future leader.

PE 3/4 (2 credits)

Grade 9, 10, 11, 12

This course will integrate health and nutrition science issues relevant to the modern-day teenage society. Scholars will strengthen civic leadership talents by providing solutions to teenage health issues through problem-based, project-based learning. Scholars will present their findings to the public following the completion of their projects. Scholars will also perform daily challenging physical fitness activities, which develop self-esteem, internal motivation, and leadership skills necessary for a future leader.


Grade 9, 10, 11, 12

This eBlock course will meet and learn about the nutrition, strength, and endurance it takes to run long distances. Proper running and breathing techniques will be discussed to help all scholars live a healthy life.


Grade 9, 10, 11, 12

In this course, scholars improve their collaboration, team-building, and advanced strategies in athletic games while being educated on the importance of health, fitness, and wellness. While many sports and recreational activities will be included, students will choose between two main sports: flag football or soccer.

LATIN DANCE (2 credits)*

Grade 9, 10, 11, 12

Latin American Culture and Dance is an introductory course.  In addition to learning selected latin american dance styles (mostly focused in the afro-caribbean and its influence), the course will cover instruction on other elements that influence dance such as culture, history, musical interpretation, and dance etiquette.  Styles of dance within the latin american genre may include the following: salsa, merengue, cha cha cha, bachata, cumbia, tango, milonga etc. Although the course will follow the California State Standards previous knowledge or experience in dance is not required.

YOGA (2 credits)*

9, 10, 11, 12

Do you panic during exams and stress during finals? Do you struggle with focusing in class, or sitting in a chair all day? Do you want to learn more about health and fitness but don’t know where to start? Yoga might be the eBlock class for you! Yoga is a practice of self-study that uses breathing to connect the body and mind. In this course, scholars will learn (by doing!) about yoga poses, breathing exercises, holistic health, and ancient philosophy. Scholars will begin practicing self-awareness through movement and breath. Scholars will also learn more about their individual personality and body types, including which foods, activities, and habits that will help them find a balanced lifestyle. Finally, scholars will explore the ethics of mindful living to decide how to best treat themselves and each other in a forever-changing world. These lessons are meant to help scholars cultivate a lifelong practice for personal health and wellness that starts with the easiest and most natural thing - breathing. Yoga is open to all scholars who feel the class will serve their interests and needs. No prior experience, flexibility, strength, or body types are required… only an open-mind!

*Available during eBlock

e3 eBlock Courses

One day a week elective open to all grades.

*Indicate course is A-G approved


Grades 9, 10, 11, 12

ACE is an eBlock course that is entirely project-based and open to all grade-levels.  The course is led by professional mentors from the fields of architecture, construction management, and engineering (ACE), plus interior design and landscaping.  The entire year is devoted to a project that culminates with a professional presentation at SDSU of how a site located downtown could be developed for the benefit of the community.  In past years, we have developed sites for a transit stop (2015), community hub (2016), apartment/office building (2017), harbor redevelopment (2018), and e3 extension (2019). The final product includes a physical model constructed by hand and a computer model designed using actual architecture software (SketchUp). The ACE mentors who lead the project not only share an inside look at many great careers, they also provide internship opportunities, not just in high school, but continuing through college.  And the ACE program gives thousands of dollars in cash scholarships to high school juniors and seniors and job opportunities for those not college-bound. The mentors volunteer their time bi-weekly, so the course has alternating end times of 3 PM and 5 PM, depending on whether the mentors are at e3. Any time after 3 PM counts as internship hours for seniors


Grades 9, 10, 11, 12

Scholars will learn about gardening and farming in an urban (city) setting. We will be doing a combination of hands-on activities, including painting garden signs, planting seeds, harvesting food, composting, eating salad and cooking healthy recipes. The focus of the class will be on gaining an appreciation for nutrition and growing food in a manner that does not harm our environment. Many days we will be outside, walking to the garden and getting our hands dirty. Be prepared to stay active and eat great food.


Grades 9, 10, 11, 12


Grade 10, 11, 12

Career Exploration & Internship offers scholars the opportunity to participate in either a Career Exploration or Career Target Internship. Career Exploratory Internships are for scholars who are unsure about their career interest. This type of internship focuses on soft skills and scholars may rotate through various departments to gain an understanding of career options available to them. Career Target Internships are for scholars who are interested in a particular career path. Scholars often work on projects and build skill sets that are commonly found in a particular career.


Grade 9, 10, 11, 12

This course is an introduction to the issues, challenges, and opportunities of civic life in the early 21st century. It provides a foundation for understanding the roles of public scholarship, community engagement, and social action in democratic citizenship and global stewardship. We will examine key research and theory underlying recent thinking about community engagement, as well as explore strategies for responsible social and environmental change. What does successful service- and community-based learning look like? Why do we do it? What positive difference can we really hope to make? Who benefits?  Though our focus is global, we’ll pay particular attention to the development, present challenges, and future hopes of San Diego, a paradigm 21st century city. We will also meet many of the people--civic leaders, city staff, researchers, and community members--who make San Diego work.

COLLEGE PREP (1 credit)

Grade 11


Grade 9, 10, 11, 12

Learn the skills necessary to manage a checking account, learn the principles of saving, create and maintain a personal budget, make investments, learn how to manage debt and learn the principles of credit.


UCSD Extension Computer Programming

Grade 9, 10, 11, 12

UCSD Extension Credit: 3 units in Computer Science & Engineering

Python is a relatively easy programming language to learn. Python statements can be interpreted using various operating systems. This course was developed with the first time programmer in-mind. Students will learn rules and syntax applicable to a modern programming language, learn how to understand and develop algorithms, gain an understanding of general programming constructs including variables, expressions, functions, branching, looping statements and data storage. Students will also design, write and debug simple computer programs using Python. This course serves as a good foundation for students looking to further their training in C, C/C++ and C# programming languages.

ORCHESTRA (1 credit) eBlock

Grade 10, 11, 12

In this course, scholars perform with the e3 orchestra studying both classical and modern literature while building musicianship on string, percussion, rhythm, and wind instruments. Scholars will learn how to read music. No prior experience necessary.


Grades 9, 10, 11, 12

This eBlock course is designed to engage scholars in outdoor recreation and education activities while developing leadership and life skills. Through our partnership with Outdoor Outreach, we will spend eBlock time experiencing new activities, taking risks, and challenging our personal comfort zones. Scholars are expected to keep a journal throughout the course and maintain a positive, respectful, and supportive attitude throughout the course. This course requires scholars to return to e3 later than the 3:05 pm release time. Please note the dates below and make any necessary schedule adjustments.

POWER READING (1 credit)

Grade 9


Grade 9, 10, 11, 12

ROBOTICS* (1 credit)

Grade 9, 10, 11, 12

Scholars will be introduced to the fundamentals of robotics and engineering and will learn to use the engineering design process to creatively solve problems in teams. We learn to build robotic structures, construct electronic circuits, and write computer code in ways that can help us to overcome complex challenges.

STUDY SKILLS (1 credit)

Grade 9, 10, 11, 12

This supplementary, technology-based course is a challenging and rewarding learning program for students significantly below grade level in math and reading. Higher-level thinking, problem-solving, and basic skills are emphasized. A highly structured curriculum provides intensive reading and mathematics practice. Scholars will receive tutorial support on an individual basis or within small study groups. The goal of this program is to close the achievement gap through concentrated focus on skill building and cognitive thinking, using innovative materials and increased time on task.


Grade 9, 10, 11, 12

Structured English Immersion (SEI) is an English Language Development (ELD) class that is designed for scholars who are in the process of learning English (classified as Beginner through Intermediate EL levels). SEI focuses on achieving English proficiency through Literacy and Language skills (Reading, Writing, Listening, and Speaking) that are rigorously presented through grade level content and aligned with California ELD and ELA (English Language Arts) Standards. The SEI curriculum is designed for scholarly engagement in projects and presentations that facilitate achieving English proficiency.

College Courses - University of California at San Diego Undergraduate College Courses


(2 HS credits, 4 UCSD College Credits)

Grades 11, 12
Recommended prerequisites: GPA 2.5 and above

This course is a survey of the concepts, principles and terminology of psychology as a science. Emphasis is placed on introducing scholars to the diverse areas that make up the field of psychology, preparing scholars for further study in the behavioral sciences and providing scholars with greater insight into human behavior. This course is designed for scholars planning to take advanced courses in the Social and Behavioral Sciences and/ or scholars majoring in Psychology.


(2 HS credits, 4 UCSD College credits)

Grades 11, 12

Recommended prerequisites: GPA 2.5 and above

This Undergraduate College course is an introductory study of the basic concepts, theoretical approaches, and methods of sociology. Topics include the scientific study of social interaction, structure, and organization; groups; socialization and the self; social stratification; culture and diversity; social change; and global dynamics. Topics and examples emphasize present-day America, including cross-cultural and multicultural analysis.


(2 HS credits, 4 UCSD College credits)

Grades 11, 12

Recommended prerequisites: GPA 2.5 and above

A survey of our understanding of the basic chemistry and biology of human nutrition; discussions of all aspects of food: nutritional value, diet, nutritional diseases, public health, and public policy. This course is designed for non-biology students and does not satisfy a lower-division requirement for any biology major.


(2 HS credits, 4 UCSD College credits)

Grades 11, 12

Recommended prerequisites: GPA 2.5 and above

Basic concepts and techniques in both informal and formal logic and reasoning, including a discussion of argument, inference, proof, and common fallacies, and an introduction to the syntax, semantics, and proof method in sentential (propositional) logic.