Abbreviated Program of Studies For Incoming Freshmen - 2021-2022 Marshfield High School
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Marshfield High School
Abbreviated Program of Studies
For Incoming Freshmen
2021-2022
1Marshfield High School
Abbreviated Program of Studies
For Incoming Freshmen
2021-2022
Principal
Robert E. Keuther, Jr.
Assistant Principal, Dominic Centorino
Assistant Principal, Kristin Reid
Guidance Coordinator, Caralie Ford
Guidance Counselors: Amanda Bénard, Daniel Carlon, Katelyn Damaris, Susan Smith, Michael Ruuska
Art Coordinator……………......…..…............................………..Meghan Dinsmore
Comprehensive Health Coordinator………………………………..….Marybeth Battis
Computer Science Director…................................................…Karen Kenney
English Department Head…………...................................………..Patricia Ridolfi
Mathematics Department Head……….........................Lindsay-Leigh Consolati
Music Director…………......……........................................………..David Kaminski
Science Department Head………….....................….............………Lesley Dimond
Social Studies Department Head…..................................Stephen Waisgerber
Special Education Department Head…...............................………..Erin Wiggin
Technology Education Director........................................Dr. Paula Minchello
World Language Department Head…..................................…..Maura Bulman
2Table of Contents
Principal’s Message…………………………………………………………………………….. 4
MHS Core Values and Vision of the Graduate………….………………….......... 5
Guidance Services………………………………………………………………………………. 6
Graduation Requirements………………………………………………………….......... 7
Massachusetts Comprehensive Assessment System (MCAS)……………… 7
Attendance Policy………………………………………………………………………………. 8
Levels of Instruction……………………………………………………......................... 10
The Course Selection Process…………………………………………………………….. 11
Grading System………………………………………………………………………………….. 13
Mass. State College/Univ. Minimum Admission Standards………………… 15
The Marshfield High School Schedule…………………………………………………. 16
Choosing Electives……………………………………………………………………………… 17
Frequently Asked Questions………………………………………………………………... 18
Program of Studies Grid Summary………………………………………………………. 20
3167 FOREST STREET
MARSHFIELD, MA 02050
Telephone (781) 834-5050
Fax (781) 834-5040
Marshfield High School
_________________
Office of the Principal
Dear Student:
Marshfield High School has a rich tradition of academic excellence. Our academic distinction is founded upon our
commitment to rigorous course offerings that prepare our students for both college placement and career
opportunities. Our mission is to empower our students to pursue their intellectual and personal potential. Your
aspirations and dreams can be realized at Marshfield High School, through the decisions you make, the courses you
choose, and the attitude you bring daily to the classroom.
The purpose of this Program of Studies is to help you and your parents make choices from the range of courses
available at MHS. Our performance-based curriculum is aligned with the Common Core Standards and Frameworks
established by the Massachusetts Department of Education. Comprehensive examinations in English, Mathematics
and Biology, administered in the tenth grade, must be passed in order to be eligible for a Marshfield High School
Diploma. In addition, our comprehensive curriculum provides you with the opportunity to prepare for any career.
The selection of an appropriate program of studies over four years requires careful thought and conversation. It is
essential that you keep your career interests in mind in the selection of your program of studies, while also trying
new course areas that stimulate new interests. You are encouraged to be ambitious, but also realistic in your course
selection.
At Marshfield High School, a vast amount of time and effort is dedicated to assist students in selecting courses which
best fit each student’s academic needs and interests. The course selection process is designed to ensure that
students, parents, teachers and counselors all contribute to the decision-making process. It is important that you
strictly adhere to the necessary course prerequisites. Due to enrollment constraints, flexibility in scheduling is
naturally limited and opportunities to change courses will be restricted.
It is our hope that, in selecting your program each year, you will challenge yourself academically to pursue your
maximum potential. Your academic accomplishments will determine your future college placements and career
opportunities. I wish you much success in the upcoming school year.
Sincerely,
Robert E. Keuther, Jr.
Robert E. Keuther, Jr.
Principal
4MARSHFIELD HIGH SCHOOL
MISSION STATEMENT
Marshfield provides a safe, healthy, and collaborative learning environment
that fosters respect and responsibility, empowering all to achieve their
maximum potential.
Core Values
Respect self and others
Hold and reach high standards
Promote collaboration in the school community
Employ comprehensive approach to continuous learning
Embrace innovative practices
Demonstrate responsibility
Ensure a safe and healthy environment
Vision of the Graduate
A Marshfield High School graduate will:
Read Actively & Critically for a variety of purposes
Write Effectively
Communicate Clearly in Speech
Think Critically and use multiple strategies to Problem Solve
Collaborate effectively in diverse groupings
Use multiple strategies to Create and Innovate
Serve the community and Contribute to society
Approved November 4, 2019
5GUIDANCE SERVICES
The Guidance Department of Marshfield High School provides a comprehensive and developmental
school counseling program designed to promote the academic, personal/social, and college and career
readiness potential of its students. Counselors work with students to foster independent thinking,
problem-solving, creative collaboration, personal and social responsibility and life-long learning. The
Guidance Department strives to enhance students’ understanding of themselves in light of their
aptitudes, interests and talents, as revealed through testing, academic performance and counseling.
Although the primary focus is on students, an integral component to student success lies in the
establishment of positive and supportive relationships between counselors, parents and administrators
as well.
Counseling services to assist with educational, vocational and personal matters are available to all
students and parents. Students are assigned to the same counselor for four years based on an
alphabetical breakdown. The school counseling curriculum is infused through advisory sessions,
classroom meetings and Canvas applications. Counselors meet with students both individually and in
groups regarding academic performance, post-secondary and career planning, personal issues, crisis
intervention, assessment and high-risk behavior prevention.
The Guidance Department coordinates college fairs, a scholarship program and a variety of evening
presentations for parents on topics related to transitioning to Marshfield High School, The College
Selection and Application Process, Financial Aid, and Early College Planning. Parents are invited to meet
with counselors and/or teachers at any time to ensure each student’s opportunity for academic and
personal success while at Marshfield High School. Working together, we feel we can help each student
to reach his or her greatest potential. For a list of links and events please visit our webpage on the high
school website under the “Parent” tab.
MHS Counselor Assignments: (Counselors remain with the same students all four years)
Student last name beginning with-
A- Cam, W- Z Mr. Dan Carlon x45830 dcarlon@mpsd.org
Can- E Ms. Katelyn Damaris x45826 kdamaris@mpsd.org
F- Han, Shay- V Ms. Amanda Benard x45829 abenard@mpsd.org
Hap- Ken Ms. Caralie Ford (Dept.Hd) x45827 cford@mpsd.org
Keo- M Mr. Michael Ruuska x45831 mruuska@mpsd.org
N- Shaw Ms. Susan Smith x45828 ssmith@mpsd.org
6Academic Information
GRADUATION REQUIREMENTS
Four credits are awarded for the successful completion (grade of D- or better) of each full year course.
Successful completion of courses which meet for less than a full year earns credit on a pro-rated basis.
Students must earn 102 credits including the courses listed below, and pass the state required
competency determination assessment through participation in MCAS testing, to earn a Marshfield High
School Diploma.
Required Courses:
ENGLISH 16 Credits (English 1,2,3 and 4)
MATHEMATICS 12 Credits (3 yrs required, 4 required by MA state colleges)
SOCIAL STUDIES 16 Credits (World Cul., U.S. Hist 1 & 2. Govt/Ec, AP Euro or Gov)
SCIENCE 12 Credits (including Biology)
WORLD LANGUAGE 8 Credits (in the same language; 2 yrs required,3 rec)
FINE, APPLIED AND
TECHNICAL ARTS 12 Credits (any combination- Comp Sci, Tech Ed, Consumer
Science, Business, Art, Music, Theater)
ELECTIVES 20 Credits
HEALTH 2 Credits (9th grade Health, 11th grade Health)
PHYSICAL EDUCATION 4 Credits (must pass every year)
Total= 102 Credits
COMPETENCY DETERMINATION: MASSACHUSETTS COMPREHENSIVE ASSESSMENT SYSTEM
(MCAS)
Marshfield High School’s curriculum is designed to meet the state frameworks upon which the MCAS
tests are based. Support services and tutorials are provided for students who may be at-risk for passing
the exams.
In accordance with State mandates, all Marshfield High School students must earn a score of 220 or
higher on the English Language Arts, Mathematics and Science/ Technology MCAS exams in order to
receive a competency determination for graduation from high school.
In addition, beginning with the class of 2010, students who score between a 220 (“Needs
Improvement”) and a 240 (“Proficient”) will be required to successfully complete an Educational
Proficiency Plan (EPP) developed by the school in the subject area(s) for which the student has not yet
acquired proficiency. This change was made to increase the likelihood that graduates of Massachusetts
high schools have the knowledge and skills needed to succeed in college and in the workforce. EPPs
ensure that students continue to receive instruction in the subject area and that they are assessed to
determine if the student is moving toward the goal of proficiency.
7Additional information regarding these state requirements can be found at the Massachusetts
Department of Education website at www.doe.mass.edu or by contacting your guidance counselor.
COURSE CREDIT
All students must take a minimum of six major classes, equivalent to 24 credits per year. In addition,
Physical Education must be taken and passed every year.
Courses meeting:
3X per 6 day cycle for a full year = 4 credits 1X per 6 day cycle for full year = 2 credits
3X per 6 day cycle for a half year = 2 credits 1X per 6 day cycle for half year = 1 credit
6X per 6 day cycle for a full year = 8 credits Physical Education receives 1 credit per year
The High School Principal will be responsible for interpretation of transfer credits from other schools
and will determine graduation requirement fulfillment in any unusual circumstances.
PROMOTION
Eligibility for promotion to the next grade level requires that the student earns a minimum number of
credits each year. It is the student’s responsibility to select a program with sufficient credits for
promotion each academic year and to make adjustments when necessary due to failure or lack of
prerequisite grades.
Promotion to grade 10 requires 22 credits (20 for probationary status)
Promotion to grade 11 requires 48 credits (46 for probationary status)
Promotion to grade 12 requires 74 credits (72 for probationary status)
ATTENDANCE
Daily attendance is essential to a student’s academic progress and achievement and is the responsibility
of the student and parent, together with the best efforts of teachers and administrators. A maximum
cooperative effort of all will result in a maximum academic experience for the student.
A STUDENT WHO EXCEEDS TEN (10) ABSENCES IN A FULL YEAR COURSE OR FIVE (5) ABSENCES IN A
HALF-YEAR COURSE WILL RECEIVE THE EARNED GRADE BUT WILL NOT RECEIVE CREDIT FOR THE
COURSE.
Absences that COUNT toward the 5 or 10 consecutive days absence:
1. Illness unless verified by a physician’s note.
2. Family trips, employer interviews, driver’s license tests, medical appointments,
bereavement of a non-family member.
3. Tardiness and/or dismissals that result in the loss of more than twenty minutes of
class time (three tardies = one unexcused absence).
4. Truancy and class cuts.
5. Out of School suspensions*.
8Excused Absences (do NOT count toward ten day maximum):
1. Death in immediate family.
2. Medical absence with a physician’s note.
3. Religious holidays.
4. Court appearances.
5. School sponsored and/or approved activities.
6. Three documented college visits (seniors only).
Where necessary, documentation should be received by an administrator no later than five school days
following the student’s return to school. Questions regarding the determination of an absence relative
to the ten day rule will be decided by the principal.
*Ordinarily, absences incurred due to Out-of-School Suspensions are not excused. However, in
extenuating circumstances these absences may be appealed to the principal.
IMPORTANT: The 10 day absence policy is not to be interpreted as permission to be absent from school
for 10 days. Absence should only be for a serious reason.
LONG-TERM ABSENCES DUE TO MEDICAL ISSUES
If a student is expected to be out for four days or more for an excused absence, the guidance counselor
should be notified by the parent who will then notify the teachers. Family trips are not sanctioned and
are unexcused absences and therefore it is the student’s responsibility to have their schoolwork
completed upon return from a trip.
With a referral from their counselor, students with long-term excused absences qualify for the M.A.S.T.
Program (Marshfield After-School Tutoring) which is available on Tuesdays and Thursdays from 2-4 p.m.
in the MHS Library. With the supervision and assistance of one high school faculty member from each
core discipline, students are provided an opportunity to make up missed assignments, tests, and quizzes
so they may utilize in-school and at-home time to focus on their current work.
In cases where a student is deemed medically unable to attend school, in-home tutoring will not begin
until the student has been absent, or is expected to be absent, for nine consecutive days, (or by an
amendment to a student’s IEP). All medical and/or psychological issues requiring in-home tutoring must
be documented by a medical doctor on the Physician’s Statement for Temporary Home or Hospital
Education form. This form is available in the Guidance office or by download at
http://www.doe.mass.edu/sped/28mr/28r3.doc. Once approved by the Special Education Office, tutoring
services will be out-sourced and one hour of tutoring per subject per week, will be provided. However,
as classroom instruction is an integral part of the learning process, in-home tutoring may not exceed
two terms (one semester), or credit for the course will not be awarded.
LEVELS OF INSTRUCTION
Marshfield High School offers a curriculum in which students can choose subjects according to their
individual needs, interests and abilities. While some Marshfield High School graduates may choose not
to go immediately on to college, the curriculum is designed to support a graduating senior’s college and
9career readiness. Students are encouraged to plan a course of studies for four years that allows for
required courses as well as elective courses that highlight or enhance a particular skill or interest.
Students who intend to continue their education after graduation should pay close attention to college
admissions requirements when planning a four-year sequence. General level descriptions and
expectations are detailed below. Students are advised to seek input and take advantage of the advice
from teachers, counselors, administrators and parents/guardians when planning their program of
studies.
Advanced Placement : The requirements and curriculum at this level are determined and approved
individually by the College Board. All AP courses are designed to challenge students who are
academically capable, diligent, highly motivated and have the desire to move beyond the standards of a
high school Honors curriculum to those of a college level survey course. These courses involve
considerable content depth and accelerated pace, as well as extensive independent work. The College
Board estimates that AP courses demand an average of 8-10 hours of homework per week, per AP
subject area. For additional information please see “A Message to Prospective Advanced Placement
Students” in the MHS 2021-2022 Program of Studies on the MHS website.
Honors (Level 0): Honors courses are recommended for students who demonstrate a high level of
academic achievement, motivation and aptitude and seek a competitive academic experience. These
courses involve considerable enrichment and acceleration of content material. Instruction assumes that
students are able to grasp concepts on initial presentation and emphasize higher order thinking in
analysis, synthesis and evaluation. Students are expected to show initiative with respect to organization
of time, long-term assignments, and seeking extra help. A considerable amount of outside reading and
study is required.
Level 1 (Accelerated College Preparatory): These courses are designed for those students who desire a
challenging academic experience. Courses are demanding and the pace is rigorous. Instruction involves
enrichment and expectations for above average achievement. Student work requires thoughtful
application and analysis of content and in the development and integration of themes and concepts.
Outside reading, writing and study precede and follow classroom discussions.
Level 2 (Standard College Preparatory): These courses are designed to develop a thorough
understanding of the fundamentals of a subject, the skills needed to comprehend relevant material and
the application of concepts. Directed instructional support is provided by the teacher with the goal of
building independent study skills. Outside reading, writing and study precede and follow classroom
discussions. Level 2 coursework qualifies students for two and four-year post-secondary programs.
THE COURSE SELECTION PROCESS
Courses outlined in the Program of Studies reflect the intent of Marshfield High School to provide
educational opportunities that encourage students to maximize their intellectual potential. A great deal
of time and effort is devoted to assisting students in the selection of those courses which best fit the
student’s academic needs and interests. To be effective, the selection process is designed to ensure that
students, parents, teachers, and school counselors, all contribute to curriculum decision-making by
thoughtfully reviewing course options.
10Each year, the master schedule is built and faculty is assigned based on the information provided by
parents and students during the course selection process. Therefore, requests for changes after this time
will only be honored in cases where a scheduling conflict exists, the student’s level recommendation has
changed, a pre-requisite grade has or has not been met, or insufficient enrollment prevents the running
of a course . For this reason, courses should be chosen carefully, with thought, planning and input from
faculty, guidance and parents/guardians.
Below is an outline of the course selection process that takes place each spring:
1. Midway through term 3, teachers in the five core academic areas make level
recommendations for students for next year. These recommendations are based
on the student’s progress and performance to date and whether the student is
meeting, not meeting, or exceeding the grade pre-requisite to move on at the
current level.
2. Department Heads in all content areas discuss elective opportunities with
students, a new Program of Studies is posted and students select their electives
online.
3. The 8th counselor reviews the program holistically, to ensure the student’s
program is appropriate for their continued academic success and post-secondary
goals.
4. Parents should also review the student’s overall program selection. It is the
student/parent responsibility to be aware of the pre-requisite that must be
attained for a desired course or level, and to monitor the student’s progress
toward meeting that requirement. Ultimately, a student’s placement in a course
or level is determined by whether or not they have met the pre-requisite grade
for that course, at the end of the school year.
LEVEL RECOMMENDATION WAIVER REQUESTS:
Teachers spend time and careful consideration when making level recommendations for each student. It
is important to establish clear communication between student, parent, and teacher, particularly when
a teacher’s level recommendation differs from the level that the student/parent feels is more
appropriate. In order to facilitate understanding when this disparity occurs, the student and parent are
encouraged to talk with the teacher to ascertain the reasons for the particular recommendation and if
necessary, get further clarification from the appropriate MHS department head.
If after having discussed a student’s level recommendation with the teacher, a parent still feels the
students should be in a level other than the one recommended, the student and parent should complete
a “Level Recommendation Waiver Request Form” available on the FBMS website and submit it no later
than APRIL 1ST, 2021. The Waiver Request will remain with the counselor until Final Grades come out in
June. If the student’s final grade meets the course level pre-requisite, the counselor will make the
change. If the student has not met the grade pre-requisite, the form is submitted to the subject area
Department Head at the high school and a decision is made to approve or deny the request.
11In cases where a student and parent insist on a level change that has been denied, the change will be
made, but the student will be required to remain in the class through the end of Term 1 and the earned
grade will remain.
It is important to remember that placing a student in a more demanding level than is recommended, has
certain associated risks. Specifically:
• A student who does poorly in a more advanced class weakens his/her record.
Sometimes, difficulties in one course generate difficulties in others as well.
To keep up with the class, the student may require more individual help than the
teacher can reasonably be expected to provide. The demands of an advanced
curriculum do not allow teachers to accommodate to the pace of a student who is
misplaced.
We cannot assure that a student who has difficulty will be able to move to a lower level.
Classes are tightly scheduled, and it may not be possible to find a place in the new class
after first term. The student must then either drop the course completely or remain in
the requested section despite diminished performance.
When a transfer is possible, it may be necessary to reschedule other classes to
accommodate the shift. This general disruption can cause problems in other courses
where the student may be doing well.
GRADING AND GPA CALCULATION
Students are evaluated with a report card four times during the year. Mid-term progress reports are
available to parents of students at mid-term via Aspen. Senior transcripts to college reflect only final
year grades for years 9-11 and quarter grades for senior year.
Each letter grade represents a range of numerical grades as follows:
A+ 96.5- 100 B+ 86.5- 89.49 C+ 76.5- 79.49 D+ 66.5- 69.49
A 92.5- 96.49 B 82.5- 86.49 C 72.5- 76.49 D 62.5- 66.49
A- 89.5- 92.49 B- 79.5- 82.49 C- 69.5- 72.49 D- 59.5- 62.49
F 0.0- 59.49 (no
credit)
“W” indicates withdrawal from a course, no grade.
“WP” indicates withdrawal from a course with a passing grade
“WF” indicates withdrawal from a course with a failing grade
“INC” indicates the course has not yet been completed. (For the purpose of Honor Roll and extra-
curricular eligibility, an “incomplete” has the same status as an “F” until the work is made up within two
weeks of the term end).
HONOR ROLL
High Honors - All grades of A with one B- allowed
Honors - All grades of B- or better
The above includes all graded subjects with the exception of Physical Education.
12GRADE POINT AVERAGE
The cumulative academic Grade Point Average (GPA) is one of several measures used by colleges to
assess a students’ course of studies and relative academic strength and potential.
Beginning with the graduating class of 2023, Marshfield High School will utilize a two-tiered Grade Point
Average system.
-The “Core GPA” will be a weighted grade point average calculated using only the five core
content courses: English, Math, Science, Social Studies and World Language. Because colleges generally
re-calculate students’ GPAs using only these core courses, providing students with this calculation gives
them a more accurate idea of their true GPA as viewed by colleges.
- The “MHS GPA” will be an overall weighted grade point average that includes both core
content and leveled elective content areas. This calculation will provide students with a GPA that
represents all of their work at MHS over four years, allowing them to benefit from their strengths and
successes outside the core academic areas.
Weighting Scale for GPA Calculation
Letter
Grade AP Level 0 Level 1 Level 2
A+ 5.3 5.1 4.8 4.3
A 5.0 4.8 4.5 4.0
A- 4.7 4.5 4.2 3.7
B+ 4.3 4.1 3.8 3.3
B 4.0 3.8 3.5 3.0
B- 3.7 3.5 3.2 2.7
C+ 3.3 3.1 2.8 2.3
C 3.0 2.8 2.5 2.0
C- 2.7 2.5 2.2 1.7
D+ 2.3 2.1 1.8 1.3
D 2.0 1.8 1.5 1.0
D- 1.7 1.5 1.2 0.7
Class Rank
Beginning with the graduating class of 2021, class rank will no longer be reported. Student’s academic
performance will be classified in deciles and reported to colleges as such. Class rank will only be utilized
in the determination of the class valedictorian and salutatorian at the mid-year point of senior year.
Extra-curricular/Athletic Academic Eligibility
A student must be passing five 4-credit subjects or the equivalent with a grade of C- or better, and
Physical Education, in the marking period immediately preceding his/her participation, to be eligible for
extra-curricular or athletic activities. Incompletes are considered failures for eligibility purposes until the
work is completed and a grade is given. Fall eligibility is based on a student’s final year grades in the
previous year.
13NCAA Division I and II Eligibility Requirements
Specific eligibility requirements must be met by any student athlete planning on participating at the
Division I or II level in college. NCAA Division I requires 16 core courses with a minimum GPA of 2.30 in
those courses, and uses a sliding scale to determine GPA and standardized testing requirements. NCAA
Division II currently also requires 16 core courses with a minimum GPA of 2.0 and a combined SAT score
of 820 or an ACT sum of 68. Any student anticipating Div I or
Div II participation in college must register by senior year with the NCAA Clearinghouse at
www.ncaaclearinghouse.net. A full description of the Core Course requirements and eligibility criteria
can be found on the website.
**Important**: Students who may be considering a Mass State College or University after
graduation, MUST meet the requirements listed below!!
Massachusetts State College and University Minimum Admissions Standards
The Mass. Board of Higher Education has defined minimum requirements for students being considered
for admission to any of the four-year state colleges and universities. These standards emphasize a strong
academic high school background so that students are college-ready upon matriculation. The eligibility
requirements represent minimum standards for admission and meeting these standards does not
guarantee admission. The standards do not apply to the State’s Community Colleges which maintain open
admissions policies.
Academic Course Requirements for Students Entering a MA State University or College
- English 4 years
- Mathematics 4 years (Algebra I & II and Geometry or Trigonometry, or
comparable coursework) including math senior year of high school
- Sciences 3 years (from Natural Science and/or Physical Science and/or
Technology/Engineering), including 2 courses with labwork.
- Social Sciences 2 years (including 1 course in U.S. History)
- Foreign Language 2 years (in a single language) American Sign Language is accepted
- Electives 2 years (from the above subjects or from Arts/Humanities or
Computer Sciences)
The minimum GPA for first-year applicants, weighted for Honors and Advanced Placement
courses, is 3.0 for both the state colleges and the U Mass campuses. This GPA is based on all
core academic courses completed and grades received.
Applicants falling below the 3.00 weighted GPA requirement must meet specific SAT or ACT
scores in order to be eligible for admission. These scores are based on a sliding scale such that
the higher the SAT/ACT score, the lower the admissible GPA. (see the MA DESE website for
more info).
14The Marshfield High School Schedule
Marshfield High School operates on a block schedule (85 minute periods), comprised of eight
blocks (A-H), with four blocks meeting each day. Blocks A-D meet one day, and blocks E-H meet
the next, alternating every other day for six days (referred to as a six day cycle). A sample
schedule is provided below.
Homeroom takes place every day after first block, from 8:44-8:58, and four minutes are allotted
for passing between each block. The third block every day (either C or G) is the lunch block. The
block is broken up into 5 lunches, and which lunch a student attends depends upon which class
the student is in during that block. The teachers will notify students as to their lunch block at
the beginning of the year.
MARSHFIELD HIGH SCHOOL BLOCK SCHEDULE
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5 DAY 6
A 1 E 1 A 2 E 2 A 3 E 3
7:15-8:40
HOMEROOM HOMEROOM HOMEROOM HOMEROOM HOMEROOM HOMEROOM
8:44-8:58
B 1 F 1 B 2 F 2 B 3 F 3
9:02-10:27
C 1 G 1 C 2 G 2 C 3 G 3
10:31-12:16
D 1 H 1 D 2 H 2 D 3 H 3
12:20-1:47
Ninth grade students usually like the fact that their courses only meet every other day, but it is
highly recommended that students do their homework on the day that it is assigned, so if they
have questions, they can seek the teacher out before the next class meeting.
15Marshfield High School requires every student to be enrolled in a minimum of six classes, and a
maximum of seven, as one block every year will be filled with Health and Phys. Ed., bringing the
total number of possible courses to eight.
If a student is enrolled in Academic Support, this will also be counted as one of the blocks,
which takes the number of available periods down to six.
In choosing electives, freshmen should select either one or two from the list below. A student
choosing one elective, will have 1 study hall (1 block open) all year, giving them a free period
every other day during the 6-day cycle. A student choosing two electives will have no studies in
their schedule during the school year. Please make sure to select alternative options for your
elective choices, in the event a class becomes full.
Choosing Grade 9 Electives:
Grade 9 Elective Options and Course Number:
Intro to Theater 156 Intro to Business & Marketing 776
Courtroom and the Law 573 Drawing 1/Sculpture Studio 1 826/836
Coding & Game Design 611 Principles of Nutrition 960
Gen Z Tech & Micro Office 612 Music Production/Recording 1009
Creative Digital Design 613 Concert Band 1011
Expl Tech in Digital World 614 Concert Choir 1021
IT Certification Prep 633 Concert Orchestra 1041
Expl Wood/Expl Engineering 718/719 Music Theory 1051
Principles of Engineering 720 Beginner Piano Class 1008
156 Introduction to Theater 4 Credits
Introduction to Theater is a survey course which explores the three disciplines of theater arts:
Acting, Directing and Technical Theater. Students will develop acting skills through solo
performance, ensemble work and script analysis of both classic and modern plays. Student will
examine scripts from the director’s point of view through projects, models, and presentations
to better understand the artistic vision necessary to create a production. Students will follow
the design process of a production through construction in the six major technical theater
fields: Set costumes, Properties, Lights, Sound, and Makeup. They will develop their own
designs and execute them for each discipline.
Course Outline Level: UL
Acting I: Movement, pantomime Acting II: The characterization process
Directing I: Role of dir., prod., prod. team & space Directing II: Working with the script
Technical Theatre I: Set, lighting and sound Technical Theatre II: Props, costumes and makeup
16573 Courtroom and the Law Note: This course meets once every six days. 2 Credits
This year long course is especially designed for academically talented and motivated students
who have special interest in speaking, defending positions, and law and courtroom procedures.
The emphasis will be on preparing case studies in conjunction with the Massachusetts Bar
Mock Trial Program conducted yearly.
Course Outline Level: 1
Preparing case study Extensive use of law library
Writing closing and opening statements Participation in actual court trial
611 Coding and Game Design 4 Credits
Create your own games in Minecraft, Roblox, GameMaker and Small Basic while practicing
STEM concepts specific to technology. Also enjoy an interactive experience with a variety of
robots while expanding your coding skills. This course is recommended for students who are
open-minded, enjoy the challenge of problem solving and want to be more independent
learners. The successful completion of this course leads to Object Oriented Programming which
takes programming to the next level.
612 Generation Z Tech and the Microsoft Office Suite Certification 4 Credits
What does it mean to be a part of Generation Z? Take a deeper look at how technology fits into
your world today and what lies ahead for your future. You will explore topics such as Social
Media, Music and Entertainment Streaming, Digital Fitness, Google Apps, Academic and
Technology Integration, Climate Change, and other relevant topics that impact your world as a
Gen Z’er. With a strong focus on learning the Microsoft Office Programs of Word, Excel and
PowerPoint, you will empower yourself with the ability to use these applications as they relate
to these topics, your school assignments, daily life, and your future.
613 Creative Digital Design 4 Credits
Try your hand at editing your own videos, creating cartoon animations and applying
personalized filters to images. No art skills required…express your creativity by combining
design techniques and your personal inspiration. In this project-based course, students will
learn creative design skills and concepts using programs professionals use in the field of
computer graphics. You will be impressed with your level of expertise by the end of the course!
614 Exploring Technology in the Digital World 4 Credits
Explore a wide assortment of topics to increase your knowledge of the digital world we live in.
Experience the world of computers and technology by using a variety of applications as well as
using robots to perform advanced techniques. Discover how technology works by investigating
17computer hardware, software, networks and basic programming concepts. Learn how digital
artwork is created and how to embed objects into 3D worlds.
633 IT Certification Prep 4 Credits
Become the person that everyone goes to for computer help! Be a part of hands-on activities
such as building computers, fixing technology around the building and installing software.
Explore current topics including cyber security, computer networks, hardware and other key
computer concepts. IT Certification Prep follows the CompTIA IT Fundamentals Certification
Exam (FC0-U61) objectives and upon completion of the course, students will have the
opportunity to take the certification exam.
718/719 Exploring Woodworking & Engineering
(A) Exploring Woodworking (718) This course introduces students to the safe and proper use of
tools and machinery common in the manufacturing industry. Students will apply basic skills of
measurement, layout, cutting, joinery, and design. Emphasis is placed on learning the correct
sequence of operations as students utilize both custom and manufactured designs to build a
variety of projects using wood as the primary focus.
(B) Exploring Engineering (719) Students will work individually and in teams to design solutions
in civil, architectural, mechanical, and electrical engineering. Using standards related to
drafting, math, science, and engineering, students will create hands-on projects and use
relevant computer programs.
These two courses prepare students for more advanced technology education courses and are
excellent for developing problem-solving, collaboration, and maker skills.
720 Principles of Engineering 4 Credits
Principles of Engineering will introduce students to the engineering design process using
innovative solutions to solve real world challenges. Students will explore the topics of Simple
Machines, Motion and Forces and Materials & Structures. Students will work collaboratively
using the engineering design process to create prototypes and models, test potential solutions,
evaluate and communicate results to complete the engineering process.
Course Outline Level: UL
Safe Protocols Measurements and Dimensioning
Design Thinking Simple Machines
Motions and Forces Materials and Structures
776 Introduction to Business & Marketing 4 Credits
Introduction to Business and Marketing is a project-based course that introduces students to
fundamental business and marketing concepts. These concepts provide the foundational
content for students interested in pursuing a career in business, or for those who want to
18understand basic business principles. This course is also a prerequisite for students looking to
go on in the business program at MHS. In this course, students will develop their own business
plans and learn the different techniques and marketing skills needed to be successful in the
business world.
826/836 Drawing & Painting Studio I 2 Credits
Note: 826 and 836 are combined as a full year course for four credits total.
In this course you will explore drawing and painting through hands-on projects; pastel
landscapes, pencil portraits, Impressionist paintings, and more. Art making is a great way to
de-stress from your busy academic schedule and be creative. You need no prior art experience,
just a willingness to learn and have fun.
836 Sculpture Studio I 2 Credits
Note: 826 and 836 are combined as a full year course for four credits total.
Sculpture 1 is a hands-on project based course. You will learn to work with new materials like
clay, wire, cardboard, and plaster. You will make both sculptural and functional works, how
does your very own hand-crafted coffee mug sound? No prior sculpture experience is needed,
just be creative and maybe get a little messy.
This semester course is for the student interested in studying various art movements and styles
throughout time. We will attempt to answer and explore the questions above. Students will be
expected to share their interpretations of artworks which may take shape as class discussions,
written prompts or student created artwork. Time periods may range from prehistoric art to
contemporary art depending on the interests of the students. Students need no prior art
experience to take this course.
960 Principles of Nutrition and Culinary Arts 4 Credits
This course will introduce students to the science of nutrition and a variety of cooking methods.
Students will have the opportunity for practical application of their knowledge through food
preparation labs, evaluating prepared foods, and developing plans for maintaining their optimal
nutritional health
Course Outline Level: UL
Basic nutrients for health-functions and sources Sports nutrition
Deciphering nutrition labels Diet and disease management
Variety of cooking techniques Functions of ingredients
1008 Beginner Piano Class 4 Credits
Have you always wanted to learn how to play piano but didn’t know where to start? This is the course
for you! Beginner Piano is designed to teach you the piano basics. Beginner Piano is open to all students
and has no pre-requisite. No previous piano or music experience is required! Students will spend time
learning piano through group instruction and individual practice time. Students will be able to learn
music of their choice and create their own music using music software. Beginner Piano class is held in
19our Music Technology Lab. This lab has 16 individual work stations (each with a piano, computer and
headphones) enabling students to work as a group and independently at their own pace. Students will
be able to make recordings and created sheet music for the music they compose. Beginner Piano class
is a great opportunity for you to learn to play piano for the first time!
Course Outline Level: UL
Piano Fundamentals Computer Skills
Basic Notation Composition
Basic Rhythms Music Technology
Musical Instrument Digital Interface (MIDI)
1009 Music Production/Recording 4 Credits
This full-year course is for the student interested in making music recordings of many types and styles.
No prior music experience is required to be in the course. Students will use various technological tools to
create songs and recordings. Among the topics to be explored are Virtual Instruments and Loops, MIDI,
Digital Audio Workstations (DAWs), Electronic Sound Design, Microphones and Recording, Mixing, and
Mastering.
Course Outline Level: UL
Basics of Songwriting Performing, recording and production techniques
DAWs and MIDI Mixing and Mastering
Recording Fundamentals
1010 Wind Ensemble Prerequisite: audition or teacher rec. for returning students 4 Credits
The purpose of this course is to give musically advanced students the opportunity to study and perform
a wide variety of advanced wind ensemble music. Music reading and some music theory are also
studied. Emphasis is placed on the study and performance of literature representative of a wide range
of styles, composers, historical periods, forms and nationalities. Performances are considered a part of
this course and are required of all members. Participation in Marching Band is required of all class
members.
Course Outline Level: 0
Music reading skills Individual technique
Performance skills Historical perspective
Fundamental music theory Ensemble technique
1011 Concert Band Prerequisite: Reasonable proficiency on a band instrument 4 Credits
The purpose of this course is to give students the opportunity to study and perform a wide variety of
music. Music reading and some music theory are also studied. Emphasis is placed on the study and
performance of selected band literature representative of a wide range of styles, composers, forms,
periods and nationalities. Performances are considered a part of this course and are required of all
members. Participation in Marching Band is required of all class members.
Course Outline Level: 1
Music reading skills Individual technique
Performance skills Historical perspective
Fundamental music theory Ensemble technique
Listening skills
201020 Marshalairs Prerequisite: audition or teacher rec. for returning students 4 Credits
Marshalairs is the only auditioned choral ensemble at Marshfield High School, is open to all students
grades 9-12. Open auditions are held annually at the end of February/beginning of March and all
students are required to reaudition every year. In this course, students will study of choral repertoire
from various genres of music, from classical to pop, primarily focusing on acapella (unaccompanied)
music. Individual singing and part testing is a regular of the rehearsal. Lessons are centered on reading
music and proper vocal production in small and large ensemble settings. Attendance at all concerts is
mandatory, and participation in music festivals is encouraged. Singers enrolled in this course also have a
wide variety of performance opportunities throughout the year, including community performances,
singing the National Anthem at a Boston Celtics game, solo night, holiday performance at Beth Israel
Hospital, and the opportunity to participate in music department trips to Boston, New York City, and
Disneyland, California.
Course Outline Level: 0
Vocal Technique Sight-Reading
Listening/Analyzing Performance Skills
Small and Large Group Performances Historical Perspective
Music Fundamentals Ensemble Technique
1021 Concert Choir 4 Credits
Concert Choir is a mixed chorus for singers grades 9-12. No previous music experience is required. This
chorus is designed for all students, from beginner to the advanced singer. We will sing a variety of songs
from classical to popular music. Attendance at evening concerts is mandatory. Students also will have
the option to participate in auditioned music festivals. Singers enrolled in this course also have the
opportunity to participate in additional optional performances/field trips throughout the year.
Highlights include singing the National Anthem at a Boston Celtics game, day trip to see Broadway
musical in New York City, 4-5 day trip to New York City, and 5 day trip to perform at Disneyland in CA.
Course Outline Level: 1
Vocal Technique Sight-Reading
Listening/Analyzing Performance Skills
Small and Large Group Performances Historical Perspective
Music Fundamentals Ensemble Technique
1040 Chamber Orchestra Prerequisite: audition or teacher rec. for returning students 4 Credits
The purpose of this course is to give musically advanced string students the opportunity to study and
perform a wide variety of more advanced orchestral music. Music reading and some music theory
are also studied. Emphasis is placed on the study and performance of literature representative of a wide
range of styles, composers, historical periods, forms, and nationalities. Performances are considered a
part of the course and are required of all members.
Course Outline Level: 0
Music reading skills Fundamental music theory
Individual technique Ensemble technique
Historical perspective Listening skills
211041 Concert Orchestra Prerequisite: Reasonable proficiency on string instrument 4 Credits
The purpose of this course is to give students the opportunity to study and perform a wide variety of
music. Music reading and some music theory are also studied. Emphasis is placed on the study and
performance of selected string and/or orchestra literature representative of a wide range of styles,
composers, forms, periods and nationalities. Performances are considered a part of this course and are
required of all members.
Course Outline Level: 1
Music reading skills Fundamental music theory
Individual technique Ensemble technique
Historical perspective Listening skills
Performance skills
1051 Music Theory Prerequisite: None 4 Credits
Are you interested in learning how music works and understanding the music you listen to
everyday? This is the course for you! Music Theory is open to any student grades 9-12. No previous
music experience is required! It is designed for all students, from beginner to the advanced
musician. Music Theory is a course for students interested in learning more about the basic elements of
music by listening, analyzing, and creating their own music. Students will be able to learn music of their
choice and create their own music using music software. Students will also learn basic piano
skills. Music Theory is held in our Music Technology Lab. This lab has 16 individual workstations (each
with a piano, desktop computer, audio interface, controller, and headphones) which enables students to
work as a group and independently at their own pace. Music Theory curriculum focuses on teaching
concepts through familiar music to help students further understand the music they listen to
everyday. If you are curious about how music works, this is the course for you!
Course Outline: Level: 1
Notation Composition
Harmony Music Technology
Ear-training Piano Fundamentals
Listening and Analyzing Computer Skills
Musical Instrument Digital Interface (MIDI) Recording
22Frequently Asked Questions of Incoming 9th Graders
“Is it good to have a study freshman year?” This is one of the most commonly asked
questions and unfortunately, one without a definitive answer. It really depends on what kind of
student you are.
If you are a student that enjoys being busy, is pretty self-motivated and has a good
homework routine at home, then you should take advantage of the course options open
to you, fulfill those elective requirements and fill your schedule with classes you will
enjoy.
If you are a student that may need some downtime built into your schedule so you can
utilize resources such as the Math Lab or Writing Center for extra help, or you are a
student with after-school activities that limit the amount of time you can spend on
homework at home, you might benefit from having a study once every other day.
Just remember- freshman studies are quiet studies held in a classroom and are 84
minutes long, which for some students, may be too much downtime
“My teacher didn’t recommend me for the level I wanted…what do I do?”
Your teachers spend a great deal of time with their department coordinators and the high
school department heads, understanding what the expectations and demands are in each of
the high school core disciplines. They make the level recommendation they believe, will give
you the best opportunity for success at the high school, and you should trust their
recommendation.
Remember, once you have completed your freshman year, you might be moved up a level in
one subject area or down in one. You don’t have to be in the same level for all of your courses.
“What if after talking to the teacher, I still want a different course level then I was
recommended for?”
Again, it is important to discuss your level recommendation with your teacher to understand
the reasons behind it. However, if you or your parents still feel strongly about requesting a level
change, you need to complete the “Level Waiver Request Form” which can be found on the
FBMS website and turn it in to guidance by Thursday, April 1st. Once the year ends and final
grades are in, the high school department heads will review the waiver requests and make a
determination.
“Do the teachers take attendance at the high school?”
Yes…in every class. Being in class and being on-time to class are very important aspects of high
school life. Each teacher will take attendance in their classes and attendance is also taken
during Homeroom period. In order to have an absence excused, you have to bring in a note
23from the doctor. So unless you are sick enough to go to the doctor, you should try and be in
school. We can’t teach an empty seat!
“How do I sign up for sports, clubs and other activities?”
Becoming involved outside the classroom, is a huge part of making high school a fun and
rewarding experience. If you play a fall sport or you signed up to take Band, you will hear during
the summer about sign-ups for summer camps and try-outs. We communicate largely through
Email, Twitter and Connect Ed, as well as listing events in the Marshfield Mariner. For
everything else, part of your first day of school in September will be spent at an Activities Fair,
where student representatives from all of the different student groups will be available to
answer questions and have sign-ups. You can always ask your counselor if you’re not sure about
a club or extra-curricular activity as well.
“Are there requirements to be able to participate in sports or extra-curricular
activities?”
As a freshman, you come into high school with a “clean slate”. But as soon as classes begin, the
grades you earn play an important part of everything you do. First and most importantly, every
grade in every class factors into what will eventually become your final transcript, which will be
sent to colleges and programs that you may be interested in pursuing after high school. And, at
the end of every term when report cards come out, you must have earned five C minuses or
better in your major courses, and be passing Phys. Ed. to be eligible to participate in athletics
or extra-curricular activities, the next day. So if you don’t meet the eligibility requirement and
you play football, and you have a game the day after report cards are posted, you can’t play.
Or, if you want to try out for Hockey, or for the drama play, and your Term 1 report card has
fewer than five C minuses, you cannot try out.
So you can understand why doing your best and getting good grades, pays off all around!
“What if I’m not doing well in a class…what do I do?”
The teachers at the high school are highly invested in their student’s success and will work with
you after school, if you are having difficulty with the material. There is a late bus on Tuesdays
and Thursdays, so if you need to stay for extra help, you can still take the bus home. We also
have a Math Lab and Writing Conference, which are two places you can go during study or
lunch to get help from a teacher in either Math or Writing assignments. You should also go talk
to your guidance counselor. Together you can figure out what needs to happen.
“I want to take Boatbuilding at the high school, what do I need to do to take it?”
Marine Fabrication as it is now called, is a popular course that many students take. Like several
of our other popular courses, there is a “pre-requisite” (course that needs to be taken before
you can take Marine Fabrication), and that is Exploring Wood and Engineering (718,719). You
can find the pre-requisites for any course in the full 2021-2022 Program of Studies, located on
the MHS Website, as well as a graphic depiction of course sequencing at the back of this
program.
24You can also read
