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Course Selection and Resources

Message from Ms. Ashley Agans, Principal Cambridge High School

Dear Students, Parents, and Guardians,

I am excited to welcome you to the Cambridge Curriculum Guide for the 2024-2025 school year! The information in the sections below is meant to help you make decisions on which courses you wish to pursue. Each course has a brief description created by the teachers who actually teach them. Each course lists pre-requisite courses and information on the amount of time and effort needed to succeed in the class. While it is important that you read through this information closely, it is also important that you refer to the Fulton County placement guidelines for information on requirements for graduation. You can find the Fulton County Placement guidelines and graduation requirements in the sections below. This is a small step in your academic career, but in all things, it is important to have every piece of information so you feel confident in your choices.

One of my favorite things about high school is the experience. I know you have heard me say this many times. So, as you peruse the catalog and look up the courses you are interested in, I encourage you to also make a list of the activities you wish to pursue outside of classes. Students and parents/guardians, I highly recommend you go through this catalog and your goals as a family. Consider your short-term goals for graduation, your desire to pursue talents and options that interest you, and your long-term goals for college and career. Consider that this is an opportunity to pick courses that provide balance for all three of these goals and maximize your high school experience.

Students, if you choose to go to college, learning how to navigate and pick courses of study towards your degree is a valuable skill. Every college, university, and institution of higher learning has a course catalog. In the next few pages, I have put together a guide to help you through the scheduling process. Please keep in mind that this is a basic guideline for general education students. You may be in a different place, and that is ok. This is just to give you a “jumping off point,” help you build a skill you will need in the future, and get you thinking about your course selections. Finally, once you have completed your selections, discuss them as a family. Then, reach out to teachers, counselors, and/or administrators for their input. Our Cambridge faculty and staff have valuable experience, advice, and insight to offer you on your journey. Please do not hesitate to reach out if you need help or guidance.

For some of you, this will be your first step into Cambridge. For others, it will be the final selection in your high school career. For all of you, be mindful of your choices. Do not hesitate to question, consider, and find your balance. Wishing you joy and success in creating your Cambridge High School experience! Stay safe. Be the BRIDGE. GO BEARS!

Sincerely,

Ashley Agans

Proud Principal of Cambridge High School

Course Selection Balance Sheet

9th Sample Schedule:

9th Sample Schedule:

Algebra Concepts & Connections - 1 credit

Biology - 1 credit

9th Lit - 1 credit

Health / American Government - 0.5 credit / 0.5 credit

CTAE / Fine Arts / World Language Elective - 1 credit

Things to consider for 9th grade schedule: Honors versus on-level class options. Health is a class needed in order to get an ADAP card (needed to receive your driver’s license) and to meet the graduation requirement. Some students do not take Health/American Government in order to fit in World Language and an Elective. If you choose this option, know that you will need to take Health (and the ADAP card) to get a driver’s license when you turn 16. 

Course Selection and Balance

Next Step

Now that you have an idea of the classes required by year, here are other things to consider:

Am I interested in a club? Sport? Performing Arts? Do I volunteer? Part of a service organization? Time to think about your life outside of school and the commitments those activities bring. Remember that these outside interests and activities provide your life balance and engage learning and skill-building that no classroom can teach. It is important to get involved in school and community outside of your classes. So, think about each of these activities and how much time they involve for you. Also, consider why you are doing them – does this make you happy? Fulfilled? Does this activity provide insight into a future career? Or is this activity to boost my resume (which is a valid reason to do something, just make sure you balance it with something that brings you joy as well)?

Sample - the overall picture:

Now, what is your time commitment per week? Is it “doable”? In the example above, we are looking at 40 hours outside of school per week. So, what does that really look like? Map it out:

Overall Picture: Worksheet

Overall Picture: Worksheet