Galileo Academy of Science and Technology
"A New School Under the Stars" Course Catalogue & Handbook
Table of Contents
Handbook 6-05-01m
VISION
The vision of the Galileo Academy of Science and Technology is to provide an innovative, challenging and comprehensive education for its students enabling them to become contributing members of our diverse society.
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MISSION
The mission of the Galileo Academy of Science and Technology is to provide equal access to all educational programs and ensure success for all students.
Expected School Wide Learning Results
Galileo Academy of Science and Technology graduates will be:
1. Future-Directed individuals possessing meaningful educational and career goals;
2. Oriented towards using opportunities and resources of the school and community;
3. Respectful of the school diversity and environment;
4. Community members making positive contributions;
5. Educated in essential skills for the Twenty-First Century.
Galileo Academy of Science and Technology
Administration
Richard A. Maggi
Principal
Anita Lau
Assistant Principal, Curriculum and Instruction
Ralph Madsen
Assistant Principal, Business and Administration
Vicki Pesek
Assistant Principal, Pupil Services
Ruth Lee
Dean of Students
Os-Maun Rasul
Dean of Students
Did You Know?
That 85% of Galileo graduates go on to college or university.
That Galileo offers 25 sections of Honors classes and 9 Advanced
Placement classes.
Galileo is the only comprehensive high school in San Francisco that
offers the AVID (Advancement Via Individual Determination) Program.
That Galileo Academy offers four science and technology career pathways
to its students, not only giving them access to varied course selection but also
field experience through college courses and internships.
That Galileo Academy received the 1996 California Distinguished School
Award.
That Galileo Academy received a six year accreditation from the Western
Association of Schools and Colleges (WASC).
That Galileo distinguished itself in the national and statewide effort to
restructure science education.
In January, 1993, Galileo received an honor award from the California
Department of Education and the Scope, Sequence and Coordination Project.
Galileo is the only school that offers the Astronomy Program and all
students have access to this program in cooperation with CCSF.
That Galileo Academy is one of the few public high schools in California
with an observatory.
According to the SFUSD Cutting Report dated February, 1992, Galileo has
the lowest percentage of students who "cut" among all the
comprehensive high schools.
The February, 2000 report shows that Galileo has the lowest dropout rate
percentage of any of the comprehensive high schools under 6%.
That the Galileo Academic Decathlon Team of 2001 received 11 medals.
That Galileo is the first high school in San Francisco to have the
Academic Block "G" Program.
The staff at Galileo is a dedicated group who provides every opportunity
for the students to receive a quality education.
That funds from the II/USP Program bring $320,000 to help fund our
Literacy Program.
That Galileo Academy received a Digital High School Technology Grant for
$540,000.
That by January 1, 2003, 6.5 million dollars of renovation will
take place at Galileo in the modernization project. This will include new
science labs, Internet access in every classroom, new auditorium upgrade,
interior and exterior painting and much more.
That Galileo, in coalition with Chinese for Affirmative Action (CAA)
and Community Education Services (CES)'s Applied Learning Linkages Program
(ALL), implemented the School to Career initiative.
In the 1920's Galileo High School was considered an outstanding example
of modern architecture. Bounded by Van Ness Avenue, Francisco, Polk and
Bay Street, it is located in one of San Francisco's most desirable areas.
With its bay views and pleasant weather, Galileo traditionally draws
students from Chinatown/North Beach, the Marina, Pacific Heights, the
Western Addition, the Presidio of San Francisco and the Mission. Our
school is equipped with over $600,000 worth of computer systems which
includes two Macintosh Computer Labs and three IBM Computer Labs. In
addition to its academic program, Galileo also offers elective classes in
Practical Arts and Fine Arts. The Advanced Placement and Honors Program
are excellent, competitive programs where students can receive
personalized instruction.
The Principal is responsible for everything in the school. He tries to
make your education the best possible with the people and resources
available. He is the instruction leader whose vision moves all staff
towards higher student achievement.
He tries to make Galileo a fine school by having dedicated teachers and
clean classes, a good, safe and orderly campus, and a meaningful
extra-curricular program.
The Principal has three assistants to help him do all of these jobs.
The Assistant Principal in charge of Curriculum tries to make sure that
there are enough classes to meet your needs. She works to help your
teachers get good books and other materials to make your classes helpful
and interesting.
The Assistant Principal in charge of Pupil Services tries to make sure
that all students get the classes that they want and need.
The Assistant Principal in charge of Business Administration works to
see that things are repaired around Galileo when they get broken. He tries
to see that the school is kept as clean as possible.
The Dean of Students supports and promotes the Tenets of Integrated
Education. He/She enforces school rules, District regulations, and
promotes proper standards of behavior for all pupils. When necessary
he/she makes appropriate disposition of pupils referred by staff,
counselors, and administrators; counsels parents and students experiencing
difficulties; makes referrals to services available within the school or
community; adjudicates informal grievances between student and student,
student and staff, and student and parent; assists in routine and
emergency campus supervision and the monitoring of student out-of-class
conduct; and assists in the supervision of students at dances, rallies,
athletic events, and other school sponsored events.
If you need to talk about a problem, to add a class or change a class,
you can make an appointment with your counselor. You can get an
appointment form in the Counseling Office, Room 259. Fill out the form and
leave it with the secretary. Your counselor will send for you during class
time and talk to you about your problem.
Check with your homeroom teacher or the counseling secretary to find
out the name of your counselor.
The Library
The library is a quiet place for you to study and to find books,
magazines and newspapers to help you with your school work. Also, you may
wish to find something to read for pleasure. It is also equipped with
Internet service.
You must have a library card in order to check out up to four books to
take home with you for as long as two weeks. You are responsible for all
books checked out with your signature and library card number. Books must
be returned or renewed on or before due date. You will not be allowed to
check out more books until you return all books or pay for them if they
are lost. Those students with overdue or lost books are on a list in the
library. Transcripts are withheld if you leave this school without
returning or paying for books.
The library is open before school, during lunchtime and after school.
If you want to go to the library during class time, you must have a
library pass from your teacher which states what you are going to be doing
in the library during that period. Technology
There are several computer labs at Galileo. The one that is open to all
students is located in Room 260. The hours are from 7 a.m. to 4 p.m.
including lunchtime. If you are new to the school and need an account, see
Mr. Carter or Mr. Ly. They will be happy to help you. No food or drinks
are allowed in Room 260. The Pendulum The school newspaper, the Pendulum, is delivered periodically
throughout the year. (Delivery time is determined by the school editor and
the Pendulum advisor.) In this paper, you can read articles written by
other students. These articles will tell you about the problems and the
achievements of the students at Galileo. You will find facts and opinions
in your school newspaper. All students are encouraged to write articles
for the Pendulum. You can even write articles in your first language. Attendance
Try hard to be here everyday, but if you must be absent, do one of the
following:
1. Have your parent or guardian call the attendance office 749-3430,
ext. 3209, on the
day that you are going to be absent. Give your name, grade, and the
number of days you will be absent. When you return to school, pick up your
Excused Admit Form from the Attendance Office, Room 209. Take it to each
of your teachers to sign, or
2. On the day that you return to school after an absence, bring a note
giving the reason for your absence. Be sure that it is signed by your
parent or guardian. Take it to Room 209 before third period, and pick up
your Excused Admit Form.
All teachers are to use the following guidelines with the knowledge
that school-wide support is of the utmost importance for the success of
this program:
1. Strict enforcement of attendance policy in all classes.
2. Allow no student to leave class without a pass. Give passes only
when necessary. Hall passes with name, date, and time are the only
acceptable ones.
3. Under no circumstances are students to be dismissed before the bell
rings.
4. Classes going by groups to labs, etc., must be escorted by subject
teacher. Place a note on the classroom door telling where the class can be
located. Also, if the class meets regularly (e.g. Tuesdays) in another
facility, notify the Main Office.
5. Stand outside classrooms during all passing periods and encourage
students to get to class on time. (P.E. teachers in tunnel area.)
6. In the event that a teacher is having a problem with a students in
the halls, call the Dean's office to page a nearby security aide for
assistance.
7. Accept all tardy students without passes into classes after the
bell. They are still to be marked tardy.
8. Teacher requests to release students from other classes must be
first approved by the teacher of record. No release requests should be
honored other than as indicated.
9. Referrals to deans/counselors are to indicate remedial actions taken
by the classroom teacher. Keeping Galileo Clean, Safe, and
Friendly!
Do not bring hats or playing cards to school.
Do not bring radios, tapes or CD players to school.
Do not bring pagers or cellular phones to school.
Do not bring valuables to school.
Report any violence or robberies to Room 262 immediately.
Be prepared to give a complete description of the person or persons
involved.
Put all of your litter in garbage cans or wastepaper baskets.
Remind your friends to pick up all their litter. Lockers
You can get your locker assignment in Room 206, usually at lunchtime.
Your homeroom teacher will have an information sheet. Follow these rules
to avoid problems:
Do not give anyone your combination.
Do not leave anything valuable in your locker.
The school is not responsible for things stolen from your locker.
Do not store any flammable materials in your locker. Lost or Stolen Items
If you lose something, go to the Dean's Office in Room 262, and ask if
it has been turned in. If someone takes something from you, look at the
person carefully so that you can give the Dean a good description of the
person and his clothing. If possible find out where the person's class is
and report to the Dean.
Textbooks are often turned in to the bookroom, Room 320. Be sure that
your name and homeroom is in each textbook that you have. You have a
better chance of having it returned to you. Food Service
The Galileo cafeteria serves breakfast and lunch. If you are eligible
for a free lunch or reduced price lunch get an application from Mrs. Karin
Lau in Room 206.
You can help make lunch at Galileo a good experience by following these
rules:
Do not cut in line.
Do not push other students.
Do not waste food.
Try to keep the cafeteria as clean as your own kitchen.
Put your tray away when you are finished eating. Support Services
There are many people at Galileo who want to help you: teachers,
counselors and deans. The services listed below include more than twenty
community-based organizations providing on-site services to assist Galileo
students. Referrals for service are made primarily through the Counseling
Office. If you would like help with a concern/problem, you can contact
your counselor who will help you select the most appropriate
agency/organization. You can also contact the program or service directly
if that would feel more comfortable.
Wellness Program
The Wellness Program is a joint venture with the Department of Public
Health and the Department of Children, Youth and Their Families to link
students to health care and prevention/early intervention programs and
services, both on the school site and in the community. The staff
includes:
The Coordinator is responsible for the overall functioning of the
program.
The nurse will conduct physical assessments, provide health
counseling and prevention skill building programs, and services.
The substance abuse counselor will provide individual and group
education and counseling for students around issues related to drug use,
including tobacco.
The mental health counselor will provide individual and group
counseling on issues of concern to students.
The community health outreach worker will assist the staff in
connecting students and families to community services.
The Peer Resource Coordinator facilitates peer tutoring and
mentoring programs, conflict mediation and a variety of health related
special acitivies. When you have a personal problem
There are people at Galileo Academy who have special training to help
young people with their personal problems. The services are confidential
except if there is abuse or possible harm to someone. Personal problems
can interfere with your school success so it is important to get help if
you are not feeling well.
If you are feeling abused, confused, depressed, very sad, or very
worried about your future, your family or your education, make an
appointment to see one of these special counselors.
The professionals include the school nurse, social workers,
psychologists and substance abuse counselors. When you are having an academic
problem
There are a variety of tutoring and mentoring programs that can help
you if you need help with a particular class, subject or school in
general. Some of these services are available on-site and others are
available near your home.
If you are not understanding a subject, feel like you need an adult to
guide you, need help with study skills, taking notes or getting organized,
discuss what you need with your counselor who can suggest a program or
service that might best meet you needs. When you are thinking about college
There is a College Center in the Counseling Office, Room 259, which has
materials on many colleges and universities and scholarships. In addition,
there is assistance with applications to colleges. Computers are available
for online searches.
In addition, several community agencies are on site to provide students
with help in college and scholarship applications. They also provide
financial assistance with the expenses associated with the SAT and ACT.
The agencies hold workshops and take students on field trips to visit
local colleges and universities. When you want to help
The Peer Resource Center believes that everybody has something valuable
to offer and that high school students can act as resources to each other.
Students can learn to be health educators on such topics as AIDS, sexual
harassment, and anger management. They can also learn to be tutors,
conflict mediators, mentors or peer helpers. Special Funded Programs
Consent Decree
As a targeted school for the Consent Decree program, Galileo Academy is
committed to the following philosophy:
All individuals should learn to live and to work in a world that is
characterized by interdependence and cultural diversity.
All individuals are entitled to be treated with respect and
dignity.
All individuals want to learn and to be recognized for their
achievements.
All individuals learn best in a particular way.
All individuals are both potential learners and potential teachers.
If individuals do not learn, then those assigned to be their
teachers should accept responsibility for this failure and should take
appropriate remedial action.
Learning has both cognitive and affective dimensions.
Learning can be subdivided into a number of specific, concrete
competencies that can be used as a focus for teaching.
Parents want their children to attain their fullest potential as
learners and to succeed academically. School Compensatory Education (SCE)
Program
This is a program supported by School Compensatory Education funds that
provides supplementary assistance in math, reading, English/language arts
and also provides supportive services to students on the basis of their
scores in math and/or reading on the Comprehensive Test of Basic Skills (C.T.B.S.).
In addition to special classes, the program funds a reading lab, a
computer assisted instruction program and a microcomputer lab program. ELL/Bilingual Program
Provides English Language Learners with instruction in English and
their primary language. The primary language is used to assure access to
the core curriculum.
Specific instruction in English Language Development and the use of
SDAIE (Specially Designed Academic Instruction in English) strategies are
provided to facilitate the development of English language proficiency.
Section 2 - Graduation Requirements
Graduation and Promotion Requirements
Graduation from San Francisco public high schools will require the
successful completion of at least 230 credits. In order to meet graduation
requirements in four years, a student needs to accumulate credits at the
rate of 30 per semester and 60 per school year in grades 9, 10, 11 and 12.
Credits may be earned in the classroom or through other supervised
activity, including work experience. To graduate from a San Francisco High
School you need to be aware of the following points below.
1. The following table shows the minimum credit requirements for
promotion from one grade to the next:
Note: The following high schools have graduation requirements which
exceed 230 credits: Phillip & Sala Burton High School (280) and
Thurgood Marshall Academic High School.
2. Proficiency Test/Student Promotion
Promotion to Grade 12, as measured the Minimum Standard Proficiency
Test, and the Integrated Writing Assessment (IWA), requires students to
demonstrate proficiency in the areas of mathematics, reading and
composition. For the Proficiency Standards Reading and Mathematics Tests
the passing requirement is 70% correct. For the Proficiency Standards
composition Test the passing requirement is Level 3 (Basic Writing) on a
six-level scale from Level 1 (Beginning Writing) to Level 6 (Exceptional
Writing). If the student does not pass all three tests, he/she will remain
in an 11th grade homeroom. The student will be able to take
senior courses but will not be able to participate in senior activities.
Proficiency tests are given during summer school and November, February,
and May. As soon as the student passes all three tests, he/she will return
to a senior homeroom and may participate in senior activities.
3. Credits Required for Each Discipline and Electives
The following chart outlines the number of credits required for each
discipline and electives:
Please note: Parents and students should be aware that the above list
only states minimum high school graduation requirements. College bound
students will need to follow a more rigorous program that may include
mathematics, science and foreign/world language courses. Students should
inform their counselors of their college plans at the earliest
opportunity.
4. Swimming Proficiency
Students must pass a proficiency test in swimming.
5. UC/CSU Entrance Requirements
It is the policy of the University of California (UC) and the
California State University (CSU) that a student receive a grade of
"C" or better in the designated a-g course to meet their
entrance requirements.
6. SFUSD Graduation Requirements
A "D" grade in a college preparatory course does not fulfill
UC/CSU entrance requirements but would fulfill the District's high school
graduation requirement. If a student were to receive a grade of
"D" in the college preparatory course, that student would have
to retake the course to bring his/her grade up to the "C" or
better. If the student fails to retake the course and improve his/her
grade, he/she does not meet the UC/CSU entrance requirement but will be
eligible to graduate.
7. World Languages
The District policy on the foreign/world language graduation
requirements exempts English Language Learners (ELL) who have proficiency
in their primary language equal to, or exceeding, the course expectations
for students after one year of foreign/world language study. The purpose
of the exemption is to provide secondary ELL students the opportunity to
take additional English Language Development courses and to recognize
their primary language skills. The exemption is not meant to discourage
ELL students from taking foreign/world language courses.
8. High School Credit for Private School World Language Instruction
Students studying a foreign/world language in a private school at the
same time they are enrolled in a District high school may qualify to
receive high school course credit for their foreign/world language
instruction. Up to 20 units of credit, at a maximum of 10 units per year,
will be granted to students who meet the criteria listed in the District
policy.
9. Concurrent Credit for Community College Courses Taken by High
School Students
High School students may receive high school credit for community
college classes unless the same college class is offered at the high
school. In this situation, the student will only receive community college
credits.
10. Bridge Programs between Universities and High Schools
High School credit for summer courses taken at the UC Berkeley Academic
Talent Development Program and at the University of San Francisco Upward
Bound Program will be given to high school students
11. California High School Proficiency Examination
In lieu of receiving a high school graduation diploma, any student who
is in the 10th grade or above may take an examination which
will if passed, allow him/her
to receive a "Certificate of Proficiency" from the State
Board of Education. The Certificate is legally equivalent to a high school
diploma and will authorize students to leave high school, provided they
have verified parental approval. Certificate holders may enroll in
California community colleges.
Honors and Advanced Placement
Honors Courses
SFUSD offers honors classes in English, history/social science,
mathematics, science, and foreign/world language departments. To be
realistic candidates for admission to selective colleges, students should
include as many honors courses as possible in their high school programs.
Students may enroll in the honors program through placement tests and
grades of "B" or higher in prerequisite courses. These grades
must be maintained each semester to remain in the honors classes. Definition of Honors Level Courses per
University of California Admission Requirements
The university assigns extra weight to grades received in honors level
courses to encourage students to undertake more challenging work at the
advanced secondary level. The university uses a very specific and narrow
definition of honors level work. Acceptable UC certified honors level
courses are specialized college level courses-such as those offered
through the Advanced Placement programnormally offered to students in
grades 11 and 12.
In general, the university expects students to complete core courses
before undertaking advanced, specialized, college level work. For these
reasons, the university limits the number of courses that may be certified
as honors level at each school and also limits the amount of credit
students may accrue for completion of certified honors level work.
Most students complete UC certified honors level work in grades 11 and
12, although some advanced students may be able to complete these courses
as early as grade 10. The university limits the amount of UC certified
honors credit students may receive for work completed in grade 10 to not
more than two units (four semesters). Guidelines on the Certification of
High School Honors Level Courses
High school courses should be included on the certified course list as
honors level courses only if they satisfy the following requirements:
1. They are Advanced Placement courses or, if not Advanced Placement
courses, they may be designated honors level when there is a regular
course offered in the same subject area at the same grade level.
Exceptions to this rule require strong justification and documentation.
2. They have established prerequisites and are open only to those
students fulfilling those prerequisites. (Such prerequisites must specify
courses which are required, as well as appropriate performance levels.)
3. They have distinctive features, in terms of extended content
(greater depth and additional topics) and additional workload, which set
them apart from regular high school courses in the same subject.
4. They have a comprehensive written final examination.
5. They are offered as a full course of study. Advanced Placement Courses
Classwork in Advanced Placement (AP) courses is based on a national
curriculum developed by the College Board and is designed to be equivalent
to a year of college study. Students enrolled in the courses need to take
a course examination to have course credits considered at the colleges
they are soliciting for admission. The three-hour examinations are written
by a national committee and are taken in May. These exams are graded 1-5
(5 is the maximum score). Students who receive a 3, 4, or 5 may, at the
discretion of their college, receive unit credit and /or advanced
placement in the subject. Colleges vary widely in their treatment of AP
credits. Consult college handbooks or contact the colleges directly for
accurate information on AP credit. Galileo Academy Graduation
Requirements
Galileo Academy offers a variety of rigorous curricular programs to
meet the needs of all students. The school offers courses to meet the
District's graduation requirements as well as course work approved for
college admission by both the University of California and California
State University systems. Students with limited English proficiency have
the opportunity to participate in a bilingual education program providing
them with equal access to the core curriculum. In addition, Advanced
Placement (AP) and Honors courses are offered to students who desire the
challenge. Every student receives a foundation program in Grades 9 and 10.
Juniors and seniors participate in one or more of the following career
pathways: Biological Science, Environmental Science, Engineering
Technology and Creative Technology. As a result, students complete a
four-year science/technology, and a three-year mathematics course work.
Each 12th grader is also required to complete a research project aligned
to his/her career pathway, and forty-five (45) hours of career exploration
(can include an internship or mentorship) in order to meet the graduation
status.
Needed for graduation at Galileo are:
1. 230 credits
2. Senior Project
3. 45 Hours Career Exploration All students take Integrated Mathematics Courses I (1/2), II (3/4), and
III (5/6); and Integrated Science 9th, and 10th grade Biology. Students
must select one or more career paths in their junior and senior years. All
students must complete two more years of science or technology (one more
year of science concurrently). Students may take classes at City College
of San Francisco, San Francisco State University, University of
California, and any other accredited institution of higher learning with
counselor and school administration approval.
Career Path Selections
After completion of all foundation course work in the 9th and 10th
grades, students have the option to choose one or more of the following
career paths. Each student must complete a two-year sequence in the
following career paths:
AVID Program -"Advancement Via
Individual Determination"
AVID is a regularly scheduled elective class that prepares students
with academic potential for success in college. The mission of AVID is to
ensure that all students, especially students in the middle not previously
successful in a college preparatory path will: succeed in rigorous
curriculum, enter mainstream activities of the school, increase their
enrollment in four-year colleges, and become educated and responsible
participants and leaders in a democratic society. Through intensive case
management, support groups, academic support and advocacy and career
counseling, students will get the necessary help to handle barriers to
academic success, increase their engagement with school, improve their
attendance and school performance, and develop skills for navigating the
school system and support services.
University Admission Requirements
Students who are interested in applying to the UC/CSU system should
meet with their counselor and refer to the tables of Admission
Requirements listed below.
The A-G Subject Requirements
A. History/Social Science
1 year of US History or ½ year of US History and ½ year of Civics or
American Government; and 1 year world history, cultures, and geography.
Required: 2 years
B. English
4 years of college preparatory English _ composition and literature.
Not more than two semesters of grade 9 English can be used to meet this
requirement.
Required: 4 years
C. Mathematics
This requirement can be met by three one-year courses in elementary
algebra, geometry, and advanced algebra; or, by a three-year integrated
course sequence.
Required: 3 years
Recommended: 4 years
D. Laboratory Science
Two years of lab science providing fundamental knowledge in at least
two of three areas: biology, chemistry or physics. Lab courses in
earth/space sciences are acceptable if they have as prerequisites or
provide basic knowledge in biology, chemistry or physics. Not more than
one year of grade 9 lab science can be used to meet this requirement.
Required: 2 years
Recommended: 3 years
E. World Language
2 years in the same foreign/world language (other than English).
Required: 2 years
F. College Preparatory Electives
In addition to those required in a-e above, four semesters chosen from
the following areas: history, social science, English, advanced
mathematics, laboratory science and language other than English (a third
year in the language used for the requirement or two years of another
language).
Required: 2 years
G. Visual and Performing Arts
Beginning with students entering in 2003, one unit (equivalent to one
year long or two semester courses) is required in any of the following
areas: dance, drama, theatre, music or visual art.
English
College preparatory English
Required: 4 years
Mathematics
This requirement can be met by three one-year courses in elementary
algebra, geometry and advanced algebra; or, by a three-year integrated
course sequence.
Required: 3 years
United States History
1 year of US History or ½ year of US History and ½ year of Civics or
American Government
Required: 1 year
Laboratory Science
Biology, chemistry, physics, or other acceptable lab science
Required: 1 year
World Language
2 years in the same foreign/world language; can be waived for
applicants demonstrating equivalent competence.
Required: 2 years
Visual and Performing Arts
Art, dance, drama/theater, or music
Required: 1 year
Electives
Select from English, advanced math, social science, history, lab
science, foreign/world language, visual and performing arts, and
agriculture.
Required: 3 years
Section 3 - Core Course Descriptions
Additional Course Sections
Course section numbers such as .6, .8, .8C, .8S, .8T and others are
used to identify additional sections with the same course content which
address diverse populations and special support (e.g., .6, SDAIE; .8,
generic, to be used for any primary language; .8C Chinese, usually
Cantonese; .8S, Spanish; .8T, Tagalog).
The English/Language Arts department at Galileo offers a wide range of
courses providing an academic curriculum that is rich and challenging.
These courses provide a literature-based program for all students which
integrates listening, speaking, reading and writing into the study of
literary works. Students gain a solid body of knowledge derived from a
common cultural heritage that reflects the contributions of the diverse
ethnic groups in the San Francisco Unified School District. Students are
provided experiences in confronting personal, ethical, social, and
aesthetic values. In all subject areas, students effectively develop and
use the language skills of listening, speaking, reading, and writing in
English and, in some situations, their primary languages.
University Entrance Requirements
The following courses in this section meet the University of
California/California State University Entrance Requirements unless noted.
Course Descriptions
Course No. Title and Description
1011, 1012 ACADEMIC LITERACY 1 & 2 (.6, .8, .8C, .8S)
This is a course about literacy. Students engage in inquiry into the
nature of reading. Some of the questions that they explore are: What is
reading? What is the role of reading in personal and public life? What are
the characteristics of successful readers and what strategies do they use
to make sense of complex text? Students assemble a reading portfolio which
includes an individual reading plan, their personal reading profiles,
reflections on their reading process, records of the number and variety of
reading comprehension strategies. Students use sustained silent reading (SSR)
time to increase fluency and keep a reading process log to become more
aware of their reading strengths and weaknesses. They are taught cognitive
strategies to approach texts with an emphasis on reciprocal teaching,
think-aloud, reading-to-learn and writing-to-learn strategies and text
modeling. Language skills, vocabulary, critical thinking about texts and
research skills are taught and practiced throughout the course. The
writing component of the course consists of SSR logs that include written
reflections on the reading process, reading interviews of self and others,
book reviews, research papers, written reciprocal teaching practices and
unit logs that contain written assignments connected to each unit.
Emphasis in the ninth grade is placed on Autobiographical Incident,
Evaluation and Observational writing. This course is to be offered
concurrently with the college preparatory course for ninth grade English.
Grade: 9-12 Prerequisites: None
1030 9th GRADE WORLD LITERATURE 1 (.6. 8,.8C,. 8S, .8T)
Ninth grade English focuses on works by world authors representing a
diversity of cultures. The emphasis in this course is on the major
literary genre (mythology, short stories, poetry and the novel) with
particular attention to drama. During the fall semester students may also
read biographies and autobiographies. Students learn to comprehend literal
meaning in these works and they learn terminology appropriate to the
discussion of plot and figurative language. The writing component of this
course consists of formal and informal assignments including expository
essays analyzing the literature selections read. Attention to grammar is
given as students follow the writing process. Emphasis in the ninth grade
is placed on Autobiographical Incident, Evaluation and Observational
writing. Students practice oral skills in formal and informal classroom
activities.
Grade: 9th Prerequisites: None
1031 9th GRADE WORLD LITERATURE 1 HONORS
(ENGLISH 1H) .6, .8, .8C, .8S, .8T)
In both World Literature 1H and 2H students hone their skills in oral
and written analysis of literature and review rules of English grammar as
they apply to writing. In English 1H, students study the short story,
poetry, and drama in greater depth, complexity, novelty and acceleration.
Students frequently write both formal and informal assignments in and out
of class. Assignments include original short stories, poetry, and drama
and imaginative assignments based on the literature read, as well as
expository pieces analyzing the literature. Attention to grammar is given
as
students follow the writing process. Emphasis in the ninth grade is
placed on Autobiographical Incident, Evaluation and Observational writing.
Class activities include whole class discussion, small group discussion,
individual and small group presentations.
Grade: 9th Prerequisites: Placement Test, B or better in
prior English class
1050 10TH GRADE ETHNIC EXPERIENCE IN LITERATURE 1(.6, .8,
.8S, .8C, .8T) (ENGLISH 3)
Students read novels, short stories, plays, and poems about such
adolescent experiences as loss of innocence, initiation into adulthood,
and self-discovery. These selections reflect the cultural mosaic that
constitutes America's diverse population. Students consider the cultural
context of a literary work and pay close attention to its language-diction
and figurative expressions. Students continue the process of mastering the
literary terms taught in World Literature 1 and 2, and they learn some new
ones as well, including terms such as irony, symbol, motif, foil,
archetype, and foreshadowing. Students write papers based on their reading
and their personal experiences. Students use the writing process as they
produce a variety of essays structured around a clearly presented, soundly
supported thesis. Emphasis in the tenth grade is placed on Controversial
Issue, Report of Information and Interpretation writing.
Grade: 10th Prerequisites: 9th Grade English
(World Literature)
1051 10TH GRADE ETHNIC EXPERIENCE IN LITERATURE 1 HONORS
(ENGLISH 3H) (.6, .8, .8C, .8S, .8T)
Students read novels, short stories, plays, and poems about such
adolescent experiences as loss of innocence, initiation into adulthood,
and self-discovery in greater depth, complexity, novelty and acceleration.
These selections reflect the cultural mosaic that constitutes America's
diverse population. The protagonists in these works undertake a personal
literal or symbolic journey resulting in a clearer understanding of
themselves. Students consider the cultural context of a literary work and
pay close attention to its language, including diction and figurative
expressions. Students pay close attention to the author's style as
evidenced by use of diction and syntax. Students are required to recognize
and master terms such as symbol, foreshadowing, irony, imagery, metaphor
and simile and to evaluate their use. Students use the writing process as
they produce a variety of essays structured around a clearly presented,
soundly supported thesis. Emphasis in the tenth grade is placed on
Controversial Issue, Report of Information and Interpretation writing
Grade: 10th Prerequisites: Placement Test, B or better in
English class, and
9th-Grade English (World Literature) Students focus on the diverse American experience presented in
literature. The course includes representative works from early America to
the present that reflect important themes in American culture. The works
read are taken from all genres with emphasis on student interpretation of
the novel and the essay. Students use the writing process as they produce
a variety of essays structured around a clearly presented, soundly
supported thesis. Attention to grammar will be given as students follow
the writing process. Emphasis is placed on Speculation about Causes and
Effects and Reflective Essay writing. Class discussions, small group work
and oral presentations are part of the course work.
Grade: 11th Prerequisites: 10th Grade English
(Ethnic Experience in Literature)
1071, 1081 11TH GRADE AMERICAN LITERATURE 1 & 2
HONORS (.6, .8, .8C, .8S, .8T)
This course follows the curriculum for American Literature in greater
depth, complexity, novelty and acceleration. Students focus on the diverse
American experience
presented in literature. The course includes representative works from
early America to the present that reflect important themes in American
culture. The works read are taken from all genres with emphasis on student
interpretation of the novel and the essay. Honors students are also
expected to read a minimum of four out-of-class books from an approved
list complementing the course. Critical and analytical responses to the
content of literature is the basis for discussion and written work.
Students use the writing process as they produce a variety of essays
structured around a clearly presented, soundly supported thesis. Attention
to grammar is given as students follow the writing process. Emphasis is
placed on Speculation about Causes and Effects and Reflective Essay
writing. Class discussions, small group work and oral presentations are
part of the course work.
Grade: 11th Prerequisites: Placement Test, 10th
Grade English (Ethnic Experience in Literature)
1090, 1100 12th GRADE ENGLISH AND EUROPEAN LITERATURE 1
& 2(.6, .8, .8C, .8S, .8T)
Students focus primarily on English and European literature. Literature
from other parts of the world will also be read. Students will discuss the
human values implicit in the literature. The genre that receives most
emphasis at this level is poetry. Students write for a variety of purposes
and audiences, using the eight high school writing types (Autobiographical
Incident, Evaluation, Observational, Controversial Issue, Report of
Information, Interpretation, Speculation about Causes and Effects and
Reflective Essay writing). Students learn to state a meaningful thesis and
provide support both from the literary text and personal insight. Class
discussions, small group work and oral presentations are part of the
course work.
Grade: 12th Prerequisites: 11th Grade English
(American Literature)
1104, 1105 ENGLISH LITERATURE AND COMPOSITION ADVANCED PLACEMENT 1
& 2
This course prepares students for the Advanced Placement examination in
Literature and Composition or Language and Composition. Therefore,
different themes notwithstanding, each provides intense and sustained work
in the reading of literature. As writers, students refine the skills
acquired in grades 9-11 of the English Honors program.
1200, 1210 JOURNALISM 1 & 2 ADVANCED
The elements of reporting, journalistic writing, editing, layout and
production are covered. Students are responsible for production of a
school newspaper. The skills of analysis and critique are emphasized, with
models selected from local and national sources. These courses must be
taken sequentially.
Grade: 11 - 12 Prerequisites: Permission of teacher
1211 YEARBOOK
In producing the school yearbook, students learn about setting a theme,
doing layouts, scheduling photography sessions, preparing photographs and
copy, reading proofs, selling yearbooks and advertising space, and
promoting and distributing the yearbook.
Grade: 11 _ 12 Prerequisites: Permission of teacher
1374, 1375 BEGINNING ENGLISH LANGUAGE DEVELOPMENT 1 & 2 (ELD 1
& 2)
The students learn to understand the daily discourse of the English
Language Development (ELD) classroom. Initially students show their
understanding by gestures, pointing or drawings. Students learn vocabulary
and sentence structures needed to function in most basic survival
situations in the classroom and the neighborhood. Students ask and respond
to direct questions on familiar subjects. Students develop beginning skills in comprehending, analyzing, and
evaluating oral communication. They will employ active listening and
speaking in a variety of situations, formal and informal. This course will
be taken concurrently with Beginning ELD Reading and Writing 1 and 2.
Grade: 9-11 Prerequisites: LALAR
1376, 1377 INTERMEDIATE ENGLISH LANGUAGE DEVELOPMENT 3 AND 4 (ELD
3&4)
Students begin to understand information imparted in a wider range of
speech situations, such as understanding spoken instructions in the
classroom, as well as conversations on the telephone. Attention is placed
on developing the skills of interpretation and extended recall. Students
learn to understand conversation on a variety of everyday subjects and to
ask for clarifications when needed. They learn to speak comfortably with
peers in small groups. Students learn to orally identify the main topic
and details from stories or lectures and to retell the sequence of events.
Control of basic grammar is evident but inconsistent. This course will be
taken concurrently with Intermediate ELD Reading and Writing 3 and 4.
Grade: 9-12 Prerequisites: ELD 1 & 2 or LALAR
1378, 1379 ADVANCED ENGLISH LANGUAGE DEVELOPMENT 5 & 6 (ELD 5
& 6)
Students learn to understand spontaneous English generated in a variety
of situations. They are able to comprehend and interpret not only the
language of their teachers, neighbors, and peers, but also the variants of
English spoken by others with whom they come in contact in the community
at large. Students communicate ideas and information orally with increased
confidence and with a sophistication of audience and purpose. Students use
various methods for vocabulary building such as semantic associations,
where students learn words in related groups (e.g., candle-glow-warm).
Students demonstrate their understanding of idiomatic expressions and
colloquialisms in different registers and in new and unfamiliar settings.
This course will be taken concurrently with Advanced ELD Reading and
Writing 5 and 6.
Grade: 10-12 Prerequisites: ELD 3 & 4 or LALAR
The goals of the History/Social Science program include the development
of knowledge and cultural understanding, the development of democratic and
civic values, and the development of basic study skills, critical thinking
skills, and social participation skills.
The curriculum provides an integrated approach to the study of history.
The social sciences and humanities are correlated throughout, with
emphasis on ethics and democratic values. Geographic literacy, economic
literacy, and sociopolitical literacy are combined with historical
literacy. The curriculum helps students to better understand themselves
and others and to develop perception, judgment, and indi
vidual and social responsibility.
The program fosters student enjoyment of history, cultivating
historical empathy and an understanding of various perspectives of people
of different times, places, cultures, and heritages. Instructional
materials reflect the diversity of the student population.
The courses in this section meet the University of
California/California State University Entrance Requirement unless noted.
Course No. Course Title and Description
1510, 1530 MODERN WORLD HISTORY 1 & 2 (.6, .8, .8C, .8S, .8T)
An examination of the ideas and events that have shaped the modern
world since the late 18th century. Beginning with the political
ideas of the Enlightenment and the economic developments brought about by
the Industrial Revolution, students understand the historical,
geographical, political, economic, and social context of current issues in
Europe, North America, South America, Africa, and Asia.
Grade: 10 Prerequisites: None
1511, 1531 MODERN WORLD HISTORY HONORS 1 & 2 (.8C, .8S)
Cover the same content as the regular Modern World History courses but
in greater depth and complexity. The skill component of the courses is
accelerated and students are encouraged to develop novelty in curriculum
projects.
Grade: 10 Prerequisites: Approval of GATE Coordinator and department
chair
1550, 1570 UNITED STATES HISTORY 1 & 2 (.6, .8, .8C, .8S, .8T)
A review of the history of the United States from the 17th
to 19th centuries and a thorough study of the political,
economic, and social history of the nation in the 20th century.
Themes include economic expansion, movements for social change and
reactions against such movements, and foreign relations.
Grade 11 Prerequisites: None
1551, 1571 UNITED STATES HISTORY HONORS 1 & 2 (.8C, .8S)
Cover the same content as the regular United States History courses but
in greater depth and complexity. The skill components of the courses are
accelerated and
students are encouraged to develop novelty in curriculum projects.
Grade: 11 Prerequisites: Approval of teacher and department chair
1552, 1572 UNITED STATES HISTORY ADVANCED PLACEMENT 1 & 2
An in-depth study of American history from the beginning of European
exploration to the present. Political institutions and social change are
major topics, but international relations, economic history and
intellectual history are also included. The Advanced Placement exam
includes written analysis of primary source documents.
1590 PRINCIPLES OF AMERICAN DEMOCRACY (.6, .8, .8C, .8S, .8T)
A one-semester course in which students apply knowledge from World
History and United States History courses to pursue a deeper understanding
of the institutions of American government. They examine why government is
necessary, what forms governments can take, the structure of government in
the United States, and the political, civic and social rights and
responsibilities of living in a participatory democracy.
Grade: 12 Prerequisites: None
1610 ECONOMICS (.6, .8, .8C, .8S, .8T)
A one semester course in which students learn microeconomic and
macroeconomic concepts of a market economy, the role of labor and unions
in a market economy, and the role of government in a market economy.
Students explore the role of economics with regard to social issues (such
as income distribution, poverty, and the environment) and issues of the
global economy (such as international trade and the globalization of
corporate ownership).
Grade: 12 Prerequisites: None
1612, 1613 ECONOMICS ADVANCED PLACEMENT 1 & 2
A study of both macroeconomic and microeconomic forces in a capitalist
economy; Advanced Placement examinations are given in both areas.
Macroeconomic topics include basic concepts, measurements of economic
performance in the national economy, determination of prices and national
income, and international economic activities. Microeconomic topics
include basic concepts; nature and functions of product, land, labor, and
capital markets; and efficiency, equity, and the role of government in the
economic system.
Grade: 12 Prerequisites: Permission of department chair
The mathematics curriculum provides students with the opportunity to
acquire the knowledge needed to prepare them for citizenship, the
workplace and for further study.
Students begin their high school mathematics education at different
levels of achievement. To meet the needs of all students, and to assure
that all students will leave high school with a strong mathematics
education, Galileo provides two pathways. These pathways are described in
the chart below.
2010, 2011 ADVANCED PLACEMENT STATISTICS 1 & 2
The students in this college level course will study four major areas:
exploratory analysis of data (use of graphical and numerical techniques to
study patterns, and departures from patterns) planning a study (data must
be collected according to a well-developed plan if valid information on a
conjecture is to be obtained), probability (used for anticipating what
distribution of data should look like under a given model), and
statistical inferences (The selection of appropriate models).
Grade: 11 _ 12 Prerequisites: Completion of the third year course in
college preparatory mathematics with a "B" or higher
2151 ANALYTICAL GEOMETRY
This is the second semester course of the accelerated honors sequence.
Students will study the following topics: mathematical induction, two-and
three-dimensional
vectors, analytic geometry of conic sections, polar coordinates,
parametric equations, probability and statistics, sequences and limits of
sequences.
Grade: 11 _ 12 Prerequisites: GPA of a "B" or better in
Advanced Algebra 1 and Trigonometry Honors or achieving the stated score
in the placement test
2110, 2120 GEOMETRY 1 & 2 (.6, .8, .8C, .8S, .8T)
Students in this course will study the use of definitions, conjectures,
postulates, and theorems in the study of angles, triangles, congruency,
perpendicular and parallel lines, symbolic logic, direct and indirect
proofs, geometric inequalities, elementary coordinate geometry,
constructions, polygonal regions and their areas, similarity, circles and
spheres, volumes of solid and elementary trigonometry.
2175, 2185 ADVANCED PLACEMENT CALCULUS 1 & 2
Students enrolled in this college level course study limits of
sequences and functions, elements of differential and integral calculus,
techniques of integration (including substitution by parts, partial
fractions, and trigonometric identities), hyperbolic functions and their
graphs. Students are expected to take the AP Calculus examination.
Grade: 11 _ 12 Prerequisites: GPA of a "B" or better in their
previous pre-calculus college preparatory mathematics course or achieving
the stated score in the Placement Test
2189, 2190 INTEGRATED MATHEMATICS 1 & 2 (.6, .8, .8C, .8S, .8T)
This is the first year of a three year sequence that teaches the same
mathematical topics as found in the algebra, geometry, advanced algebra
sequence. In addition topics from logic, probability and statistics,
discrete mathematics and functions are included. Students in this course
will study the following topics: linear equations and inequalities,
multiplying binomials, factoring, angles, polygons, circles, perimeter,
circumference, area, surface area, volume, trigonometric ratios, analyzing
and applying data, experimental and theoretical probability, geometric
probability, conjectures, counterexamples, discrete quantities, and
matrices.
Grade: 9-10 Prerequisites: None
2191, 2192 INTEGRATED MATHEMATICS 3 & 4 (.6, .8, .8C, .8S, .8T)
This is the second year of a three year sequence that teaches the same
mathematical topics as found in the algebra, geometry, advanced algebra
sequence. In addition topics from logic, probability and statistics,
discrete mathematics and functions are included. Students in this course
will study the following topics: quadratic equations, linear systems,
rational equations, complex numbers, similar and congruent figures,
geometric proofs, coordinate and transformational geometry, special right
triangles, sampling, simulation, and binomial distributions, inductive and
deductive reasoning, postulates, proof, operations with matrices and
counting techniques.
Grade 9-11 Prerequisites: Successful completion of the first year of
college preparatory mathematics
2193, 2194 INTEGRATED MATHEMATICS 5 & 6 (.6, .8, .8C, .8S, .8T)
This is the third of a three year sequence that teaches the same
mathematical topics as found in the algebra, geometry, advanced algebra
sequence. In addition topics from logic, probability and statistics,
discrete mathematics and functions are included. Students in this course
will study the following topics: polynomial functions, exponential
functions, logarithmic functions, parametric equations,
inscribed figures, transforming graphs, vectors, triangle and circle
trigonometry, variability, standard deviation, z-scores, sequences and
series, recursion and limits.
Grade 10-12 Prerequisites: Successful completion of the second year of
college preparatory mathematics
The courses in the science program are selected to develop
investigative skills and conceptual understanding, as well as to inspire
life long interest in the natural sciences for all students. Science
courses are taught using a variety of instructional strategies that target
student learning goals as identified in the District's Content and
Performance Standards document, Project 2061, Benchmarks for Science
Literacy, and The National Science Education Standards.
Course section numbers such as .6, .8, .8C, .8S, .8T and others are
used to identify additional sections with the same course content which
address diverse populations and special supports (e.g., .6, SDAIE; .8,
generic, to be used for any primary language; 8C, Chinese, usually
Cantonese; .8S, Spanish; 8T, Tagalog). To register for any course,
counselors should refer to the Item Deck for complete and current course
numbers for any section.
Course No. Course Title and Description
3013, 3014 9TH GRADE INTEGRATED SCIENCE 1 AND 2 (.6, .8,
.8C, .8T, .8S)
This course if offered for entering 9th graders and will
cover the basic concepts and process skills needed to study earth and
space science, chemistry and physics.
Laboratory work is emphasized in order to provide students with a
foundation for future course work in science.
Grade: 9 Prerequisites: None
3010, 3025 BIOLOGY 1 & 2 (.6, .8, .8S, .8C .8T)
This course is a study of the major topics in the life sciences that
include: cell and molecular biology, biochemistry, bioenegetics, genetics,
biosystematics, evolution, plant and animal taxonomy, and the role of
human beings in their natural environment. Laboratory work is incorporated
throughout the course.
Grade: 9 _ 12 Prerequisites: None
3012, 3027 BIOLOGY-ADVANCE PLACEMENT 1 & 2 (.6, .8, .8C, .8S,
.8T)
This is a college level comprehensive study of biology equivalent to
the college introductory biology course usually taken by biology majors
during their first year. The course is designed to prepare students for
the Advanced Placement examination and may provide college credit.
Grade: 11 _ 12 Prerequisites: Biology 1-2, Chemistry 1-2
3021, 3022 PRINCIPLES OF BIOTECHNOLOGY 1 & 2 (.6, .8, .8C, .8S,
.8T)
A one-year course in the principles of biotechnology which will study
the history, present impact, and future potentials of this relatively new
branch of science. The first part of the course focuses on the inheritance
and physiology of genetic diseases and a review of Mendelian inheritance.
The second part of the course focuses on key experiments in the history of
DNA science as a model for studying the application of the scientific
method. The third part of the course is on DNA chemistry and the structure
and regulation of genes. The fourth section deals with the human genome
and social, legal, and ethical issues engendered by the new technologies.
The fifth section is an in depth analysis of the immune system, AIDS, and
impact and future potentials of biotechnology.
Grade: 11 _ 12 Prerequisites: Two years of high school science,
including biology. Two years of high school math, including algebra.
3056, 3061 CHEMISTRY 1 & 2 (.6, .8, .8C, .8S, .8T(
This course covers the basic principles of general chemistry with an
emphasis on observation and quantitative laboratory measurements. The
topics include: classification of matter, atomic theory, chemical formulas
and equations, the periodic table, atomic structure, bonding, rates of
reaction, chemical equilibrium, acids and bases, oxidation-reduction,
organic, nuclear and environmental chemistry.
Grade: 10 _ 12 Prerequisites: CPM, 1, 2,3,4 or Algebra and Geometry
3058, 3063 CHEMISTRY 1 & 2 ADVANCED PLACEMENT (.6, .8, .8C, .8S,
.8T)
This college level chemistry course includes the topics of the
Chemistry 1 and 2 syllabus, but in greater depth. College level laboratory
activities are performed when they can be adapted to the high school
schedule. The course is designed to prepare students for the Advanced
Placement examination and may provide college credit.
Grade: 11 _ 12 Prerequisites: CPM 5-6 or Advanced Algebra 1 & 2
3075, 3076 ENVIRONMENTAL SCIENCE 1 & 2 (.6, .8, .8C, .8S, .8T)
This physical science course examines environmental issues and
problems, It includes the study of populations, forestry, soil chemistry,
wildlife and soil conservation.
3086, 3087 ASTRONOMY 1 & 2 (.6, .8, .8C, .8S, .8T)
This course will provide an overview of the major topics in astronomy
such as the origin and evolution of the universe, galaxies, stars,
telescopes, the solar system, and the Earth and its moon.
Grade: 9-12 Prerequisites: None
3155, 3156 10TH GRADE INTEGRATED SCIENCE 3 AND 4 (.6,
.8C, .8S, .8T)
This is a second year course of integrated science that builds on the 9th
grade Integrated Science course. It is designed to cover additional topics
in chemistry, physics, earth and space science that have been introduced
in the previous year. It develops the student's knowledge and skills to
investigate problems and analyze information in a scientific manner.
Grade: 10-12 Prerequisites: 9th Grade Integrated Science
3210, 3220 PHYSIOLOGY 1 & 2 (.6, .8, .8C, .8S, .8T)
This introductory course emphasizes the structure and function of the
human body. It includes basic biochemistry, cell and tissue biology, foods
and nutrition and disease. Laboratory work and demonstrations are
included.
Grade: 10-12 Prerequisites: Biology 1-2
3270, 3280 PHYSICS 1 & 2 (.6, .8, .8C, .8S, .8T)
This course is a study of the major topics of physics that includes the
study of mechanics, heat and temperature, waves, electricity and
magnetism, and topics in modern physics. Laboratory experiments are
incorporated throughout the course a to illustrate all topics covered.
Grade 11-12 Prerequisites: CPM 5-6, or Advanced Algebra 1 & 2
3272, 3282 PHYSICS 1 & 2 ADVANCED PLACEMENT (.6, .8, .8C,
.8S,.8T)
This is a college level comprehensive study of the laws of physics.
Physics 1 AP covers mechanics, statics, harmonic motion and gravitation.
Physics 2 AP includes electricity and magnetism. This course is designed
to prepare students for the Advanced Placement examination and may provide
college credit.
Grade: 11-12 Prerequisites: AP Calculus 1-2 (Taken concurrently)
A quality physical education program is a vital component of a
well-balanced educational program. The physical education program provides
the opportunity for improved motor development commensurate with
abilities; to move with ease, confidence, and a sense of well-being; to
utilize movement as a satisfying means of statement; to develop and
maintain a high level of physical fitness; to utilize acquired motor and
movement skills in worthwhile leisure activities. Students are required to
complete 20 credits of physical education to fulfill graduation require
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ments. A course of study in physical education is required in the ninth
grade. The second year of physical education may be completed in grades
10, 11, or 12. State codes require a minimum of 400 minutes of activity
every 10 days.
2502, 2503 AEROBOTICS 1 & 2
This course is designed to develop physical fitness through a variety
of activities which include aerobic dance, step aerobics, hip hop, jump
rope, walking, jogging, light weight lifting, swimming, bicycling, and
resistance exercise. Students learn the principles of fitness and are able
to assess their personal wellness level. Students design their own
personal fitness program based upon self-assessment data
Grade: 10-12 Prerequisites: Physical Education 1 & 2 (Course One)
2520, 2530 PHYSICAL EDUCATION 1 & 2 (COURSE ONE)
This core course is designed for ninth grade students to further
develop team sports and gymnastic motor skills and aquatic fundamental
skills. Rules, regulations, game strategy, and safety are emphasized for
each activity. Social skill development is taught throughout the entire
curriculum. The students learn the principles of fitness and experience
its five components. Students assess their personal wellness level through
a health-related fitness test and self study. Students completing this
course have designed their own personal fitness program based upon self
assessment data and appreciate physical education and the role it plays in
developing an active lifestyle with healthy choices.
Grade: 9 Prerequisites: None
2540, 2549 PHYSICAL EDUCATION 3 & 4 (COURSE TWO)
This core course provides students with an opportunity to further
develop individual and dual sport motor skills, dance, outdoor education,
and self defense fundamentals. Rules, regulations, game strategy, and
safety are emphasized for each activity. Social skill development is
taught throughout the entire curriculum. All students complete a unit in
CPR/First Aid. Students develop their own learning plan for acquiring a
new motor skill, analyze their own movement performance by applying
biomechanic principles, understand the purpose of physical education and
give a historical perspective, and understand and appreciate movement from
both a personal and social perspective. Course content includes:
principles of movement, learning through movement patterns, developing
performance in sports, prosocial skills for human movement, and
participation in lifetime activities and exploring careers in physical
education and health.
Grade: 10, 11, or 12 Prerequisites: Physical Education 1 and 2 (Course
One)
2560 SWIMMING
Students must pass a proficiency test in swimming to meet high school
graduation requirements. This course is designed to teach swimming skills
and basic stroke techniques. Some survival skills include the ability to
float and tread water, getting over the fear of water, learning to respect
the water, and proper breathing. Stroke techniques include the crawl
stroke, back stroke, breast stroke, and butterfly stroke.
Grade: 10-12 Prerequisites: Physical Education 1 & 2 (Course One)
2556, 2596 COURT SPORTS 1 & 2 (VOLLEYBALL, BASKETBALL)
This course provides students with an opportunity to develop a
specialized activity or motor skill, in a court sport, to its highest
level of proficiency. Rules, regulations, advanced game strategy, and
safety are emphasized. Students develop their own learning plan for
acquiring a new motor skill and analyze their own movement performance by
applying biomechanic principles. Students continue with the development of
their personalized plan for lifetime fitness by assessing personal needs,
interests, abilities, and opportunities in the area of fitness and by
selecting activities that contribute to the
achievement of fitness goals.
Grade: 12-12 Prerequisites: Physical Education 1 & 2 (Course One)
2570, 2575 PHYSICAL EDUCATION ADVANCED
A course designed for students participating on sports teams or
students interested in improving their motor skills in a specialized
activity. Students develop a practice plan of motor skills for themselves
that can be applied to their sport of choice. Students learn to appreciate
the importance of commitment and dedication in developing effective
movement-related performances. Students appreciate the aesthetic features
of movement, its use in art forms, and its multiculturalism. Students
analyze their movement performance using biomechanical principals and
learn to apply these principles to improve their skill levels. Students
continue with the development of their personalized plan for lifetime
fitness by assessing personal needs, interests, abilities, and
opportunities in the area of fitness and by selecting activities that
contribute to the achievement of fitness goals.
Grade: 9-12 Prerequisites: None
The JROTC Program develops citizenship, leadership potential and
teamwork. The program enables students to achieve educational performance
levels according to defined objectives in leadership, citizenship,
effective communication (oral and written), discipline, and physical
fitness. The program offers an extensive range of opportunities for
personal achievement and recognition.
The JROTC Program in the San Francisco Unified School District is a
comprehensive, articulated program that helps students to achieve the
following goals:
Self Image and Personal Development
Students develop and maintain a positive self-image and strive to
become the best that they can be through planned physical and written
activities.
Social Development
Students develop appropriate social behaviors by working independently
and with others during planned physical and written activities.
2901 JROTC LEADERS LAB
The focus is on self-development, leadership, and decision making for
future achievement and success.
Grade: 9-12 Prerequisites: None
2910, 2920 JROTC 1 & 2 (INTRODUCTION TO JROTC)
Introduction to leadership development is a two-semester course
consisting of the history, purpose and objectives of the JROTC program.
Leadership theory, management principles, personality needs and group
dynamics, oral communication, map reading, drill and ceremonies, first
aid, hygiene, physical conditioning, drug and alcohol abuse, rifle
marksmanship and safety are the primary topics.
Grade: 9-12 Prerequisites: None
2921-2926 JROTC 3-8 ADVANCED LEADERSHIP
Advanced leadership consists of problem solving and management, serving
in leadership positions, presenting instruction, preparing job
applications and resumes, practical supervision of junior cadets, and
physical conditioning.
Grade: 10-12 Prerequisites: JROTC 1-2
2970 JROTC DRILL TEAM LAB
Students enrolled in this course learn drill and ceremonies and
participate in exercises of precision drill with or without rifles.
Exercises in Cadence Drill, Manual Drill, Exhibition Drill, Marching
Drill, Singing Drill, and Regulation March Drill are a part of this
course.
Grade: 9-12 Prerequisites: Student must be enrolled in introductory or
advanced JROTC.
Students are expected to learn to communicate in the target language by
using the four basic skills-listening, speaking, reading and writing.
Teachers employ a variety of teaching methods as well as classroom
organization models to attain this goal. Students will be expected to
communicate in diverse ways in the target language rather than merely
showing knowledge about the language. Students learn and practice
receiving, formulating and sending real oral messages in the target
language. The purpose of foreign/world language study is to prepare
students in such a way as to make them both linguistically competent and
culturally aware, and to enable them to experience personal fulfillment
that comes through developing these skills.
Through the San Francisco Unified School District's World Language
Program students are provided with an understanding of the structure of
the foreign/world language as well as an acquaintance with the grammatical
and stylistic specificity of the language, in particular as it differs
from English. Students are provided with an increasingly sophisticated
vocabulary. While beginning and intermediate courses emphasize daily
working vocabulary, advanced courses offer students the vocabulary
necessary to deal with personal and intellectual concepts.
Although teachers employ a variety of methods and classroom
organization options to attain the goal, the unifying principle is that
students are learning to communicate in the language rather than simply to
demonstrate knowledge about the language. Students spend a considerable
amount of time receiving and formulating real messages in the
foreign/world language. Understanding that language is an statement of the
beliefs, customs and social structures of the cultures in which the
language is spoken is an integral part of the language experience.
One year of foreign/world language instruction is a SFUSD high school
graduation requirement. The languages offered vary by school. Languages
taught (based on student interest) are American, Sign Language, Chinese
(Mandarin), French, German, Hebrew, Korean, Italian, Japanese, Latin,
Modern Greek, Tagalog, Russian and Spanish.
University Entrance Requirements
For UC and CSU admission, 2 years of one foreign/world language are
required and 3 years recommended.
The following are the language classes offered at Galileo:
4011 CHINESE 1 MANDARIN
4013 CHINESE 3 MANDARIN
4015 CHINESE 5 MANDARIN
4017 CHINESE 7 MANDARIN
4020 CHINESE ADV. MANDARIN
4022 CHINESE 1E NATIVE MANDARIN SPEAKERS
4024 CHINESE 3E NATIVE MANDARIN SPEAKERS
4026 CHINESE 5E NATIVE MANDARIN SPEAKERS
4029 CANTONESE 1
4236 CANTONESE 3
4238 CANTONESE 5
4240 CANTONESE 7
4242 CANTONESE 1E NATIVE CANTONESE SPEAKERS
4244 CANTONESE 3E NATIVE CANTONESE SPEAKERS
4246 CANTONESE 5E NATIVE CANTONESE SPEAKERS
4051 FRENCH 1
4053 FRENCH 3
4055 FRENCH 5
4057 FRENCH 7
4060 FRENCH ADV
4064 FRENCH 3H
4091 ITALIAN 1
4093 ITALIAN 3
4095 ITALIAN 5
4111 JAPANESE 1
4113 JAPANESE 3
4115 JAPANESE 5
4122 JAPANESE 5H
4145 SPANISH 5E NATIVE SPANISH SPEAKERS
4147 SPANISH 1E NATIVE SPANISH SPEAKERS
4149 SPANISH 3E NATIVE SPANISH SPEAKERS
4151 SPANISH 1
4153 SPANISH 3
4155 SPANISH 5
4157 SPANISH 7
4160 SPANISH ADV.
4164 SPANISH 3H
Course # Course Title
4001-4247 Generic World Language Courses
FIRST YEAR WORLD LANGUAGE 1-2
This is a beginning course that emphasizes the development of
communication skills and awareness of target language cultures through the
activities and materials used to develop the language skills.
Grade: 9-12 Prerequisites: None
SECOND YEAR WORLD LANGUAGE 3-4
This is a continuation and expansion of skills mastered in the first
year with continued emphasis on the listening and speaking skills.
Students are encouraged to begin to create with the language, first orally
and then in writing, expanding on the high
frequency situation of first year including everyday routines, common
events, and narration of past and future actions.
Grade: 9-12 Prerequisites: World Language 1-2
THIRD YEAR WORLD LANGUAGE 5-6
In this advanced-intermediate course, the student continues to develop
more advanced linguistic skills and to expand on vocabulary as well as to
review previous material. The class is taught in the target language.
Students are expected to be able to understand and sustain more complex
conversation, to formulate more complex question-answer patterns and to
begin writing in the target language with coherence and correct
grammatical application.
Grade: 10-12 Prerequisites: World Language 1-4
FOURTH YEAR WORLD LANGUAGE 7-8
Emphasis is placed on advanced work in all skills. Students read,
comment on, criticize and present from authentic language newspaper and
magazine articles, broadcasts, videos, films and literary selections.
Students will enhance their cultural awareness and appreciation for
historical and contemporary society while further refining skills in the
target language. The class is conducted in the target language.
Grade: 11-12 Prerequisites: World Language 1-6
E Courses
These courses permit students who already speak a language other than
English to enhance their reading and writing skills in that target
language. The E courses focus on all areas of language development, (i.e.,
listening, reading, speaking, and writing) and feature a significant
cultural component.
Grade: 9-12 Prerequisites: Oral interview/placement test
4292, 4294 TWO YEAR FOREIGN LANGUAGE REQUIREMENT WAIVER
Under the following conditions students may have the two year high
school foreign/world language graduation requirement waived:
4292
Students take and pass the SATII test and receive the appropriate
score. (See UC Admission documents for the score needed in each language.)
4293
Students received six years or more of education in a language other
than English.
4294
Students are native speakers of the language and take and pass the
District exam for Chinese or Spanish given at the Educational Placement
Center.
Please note expect for the SATII, the waiver does not meet UC/CSU
Entrance Requirements.
The courses for our Information Technology program are selected to
provide students with the skills necessary for success in adult life.
There are two groups of identified courses-applications courses and
computer science courses. Application courses provide students with
opportunities to master computing skills including creating documents,
preparing graphical representations of data and conducting research.
Computer Science courses include robotics and basic networking. Courses
incorporate the standards identified by the International Society for
Technology in Education (ISTE) and the Association for Computing
Machinery.
Course section numbers such as .6, .8, .8C, .8S, .8T and others are
used to identify additional sections with the same course content which
address diverse populations and special supports (e.g., .6, SDAIE; .8,
generic, to be used for any primary language; .8C, Chinese, usually
Cantonese; .8S, Spanish; .8T, Tagalog). To register for any course,
counselors should refer to the Item Deck for complete and current course
numbers for any section.
Course No. Course Title
2410, 2414 COMPUTER PROGRAM 1 & 2 (.6, .8, .8C, .8S, .8T)
This sequence is intended for those who don't have a computer or those
who wish to learn what a computer is an how to master it for reliable use
in other classes. Emphasis is on Windows 95 with Office 97 and the
underlying MS-DOS structure and commands. The first semester covers
computer hardware, word-processing, spreadsheets and databases, and an
introduction to the Internet. The second semester reviews computer basics
and goes on to advanced graphics, Quicken, and World Wide Web authoring
software. The first semester is not a prerequisite for the second
semester.
Grade: 9-12 Prerequisites: None
2411 3D STUDIOMAX
This course utilizes very high speed Pentium III - class computers. The
animation students learn looks like the TV commercials and movies you see
on television. That is because 3D MAX is the software tool that
professional animators use to create most of the short TV adds, game and
movie animators. Galileo is the first school in San Francisco to teach
what is called Science Visualization using 3D MAX. This is using the
professional animation tool 3D MAX3 to study science and mathematics.
2460, 2459 C++ PROGRAMMING LANGUAGE 1 & 2 (.6, .8, .8C, .8S,
.8T)
This course includes lecture/discussion time as well as lab time.
During lecture/discussion time, students learn about a variety of
programming techniques, including control structure loops, data types,
arrays, records, and sets, and they discuss work in progress. Students
will also work in a lab alone and in groups. Programming assignments are
structured to reinforce math concepts in students' current math classes.
Grade: 10-12 Prerequisites: Placement Test
3007 ROBOTICS
In this course, besides learning about robotics by building small
Fischer Robots connected by wire to computers, students learn about the
machine intelligence of robots - called Al or Artificial Intelligence - on
the computer.
They then learn to run wireless robots - by remote control - out on the
streets of San Francisco. Finally, the students will enter National
Robotics competitions where they build real, large robots that compete
head to head with robots of other California schools.
5173 PRE-ENGINEERING 1
Pre-Engineering students use their calculators everyday. They build
projects from wood, solar cells, aluminum, and robotics kits, and they
simulate their designs on the computer before they build them.
Pre-Engineering students learn Auto Cad and Working Model to stimulate
the objects they want to build. They discuss architecture principles of
design and work in teams of usually two students.
All projects conclude with a Power Point presentation and a Word
document report. It is fun to show off your model and see it work!
Students also learn how math can describe how our projects work.
There are many field trips and guest lecturers aligned in the
curriculum to inform students of all of the science and engineering
opportunities after graduating from Galileo Academy. We also have a
growing number of internships for seniors and qualified juniors. These
internships are off-campus usually one day a week.
8010 DRIVER'S ED. (1 semester); HEALTH ED. (1 semester)
Driver's Education is a course in classroom instruction which focuses
on safe driving practices and traffic laws.
Health Education is a course designed to assist students in acquiring
the personal and social skills required to make health promoting decisions
about health issues, nutrition, sexual behavior and stress management.
The goal of arts education in San Francisco is to develop students'
abilities to create, understand and appreciate all of the arts-music,
visual art, drama/theater and dance. The fine arts core curriculum is part
of the general school curriculum and forms the foundation for enrichment
activities and specialized arts programs at the secondary level.
Content in each of the arts is divided into four components: 1)
perception and response; 2) arts heritage; 3) aesthetic valuing; and 4)
creative statement. Content includes a broad range of the arts, including
folk, applied and fine arts from western and non-western cultures, and
from ancient to contemporary times.
The arts education program provides an opportunity for students to
discover new ways to solve problems. Consequently, through learning
specific techniques,
experimenting with materials and acquiring decision-making skills,
students are encouraged to try new methods of approaching situations in
the practical world.
There is a one year graduation requirement for Visual and Performing
Arts in the SFUSD.
Course section numbers such as .6, .8, .8C, .8S, .8T and others are
used to identify additional sections with the same course content which
address diverse populations and special supports (e.g. .6, SDAIE; .8,.
generic, to be used for any primary language; 8C, Chinese, usually
Cantonese; .8S, Spanish; .8T, Tagalog).
6010, 6020 ART LAB
Art is a visual language with its own structure, grammar, and rhetoric.
This course sensitizes students to the formalities of nonverbal language
through activities based on goals and objectives. The fundamental
components of instruction in art lab are aesthetic perception, creative
statement, heritage-historical and cultural, and aesthetic valuing.
Grade: 9-10 Prerequisites: None
6028 ART HISTORY
This is a study of the history and appreciation of art including
architecture, painting and related arts. The course stresses the
relationship of art to social, political and historical development.
Grade: 9-12 Prerequisites: None
6033, 6034 ART HISTORY ADVANCED PLACEMENT 1 & 2
The student prepares for the Advanced Placement examination in this
subject. Through a chronological survey of western art, the course will
cover architecture, painting, sculpture, arts and crafts.
Grade: 11-12 Prerequisite: Placement Test
6034, 6036 COMPUTER ART 1 & 2
It flip flops with Exploratory Technology.
Grade: 9 Prerequisite: None
6040, 6050 CERAMICS 1 & 2
This course offers exploratory work in ceramic design and provides
experience with techniques for the construction and surface decoration of
clay. Experiences include direct clay modeling, slab building, and coil
construction after developing some skills. Students are encouraged to
develop their own projects.
Grade: 9-12 Prerequisites: None
6065 SCULPTURE
This course introduces students to the fine art of forming figures,
designs, and objects into a three-dimensional format. The class adds to
the student's versatility of statement and further develops manual
craftsmanship. It enables students to experience working with a variety of
materials including clay, plaster, wire, paper and wood.
Grade: 10-12 Prerequisites: Art 1 & 2
6130, 6140 DRAWING
Students express themselves realistically through subjects such as
figure drawing, portraits, animals, and perspective. Techniques include
pencil rendering, pen and ink, charcoal, crayon and pastel.
Grade: 9-12 Prerequisites: None
6150 DRAWING - ADVANCED
This course is a deeper study of the areas covered in Drawing 1 &
2. Students study different techniques and approaches for the individual
development of techniques and styles. Emphasis is on excellence of
performance within the classroom structure and within the individual
student's understanding and work.
Grade: 10-12 Prerequisites: Drawing 1- 2
6190, 6200 PAINTING 1 & 2
Students have the opportunity to experiment with watercolor, oils and
acrylics, plus other more advanced media. There is an introduction to the
basic principles of design (line, color, value, texture, shape and space)
and composition and use of tools to produce a finished product.
Grade: 10-12 Prerequisites: Art 1 -2
6210 PAINTING - ADVANCED
Continuation of painting 1 and 2 with emphasis on more complex analysis
of composition.
Grade: 11 - 12 Prerequisites: Painting 1 -2
6220, 6230 PHOTOGRAPHY 1 & 2
Students learn the science of photography, including the study of
lenses, optics, camera building and darkroom techniques. Students will
photograph, develop and enlarge pictures.
Grade: 10 -12 Prerequisites: Art 1 -2
7010 BAND-BEGINNING
Music has its own structure, grammar, and rhetoric. This course
sensitizes students to the formalities of this nonverbal language through
activities based on goals and objectives. Students develop a sound basis
of musical experience which can be used to make intelligent judgments
regarding musical values.
Grade: 9-12 Prerequisites: None
7020 BAND-INTERMEDIATE
Students receive instruction in woodwind, brass and percussion
instruments. This course includes beginning training in the care and
maintenance of an instrument, posture, tone production, proper breathing,
fingering, reading music and counting rhythms.
Grade: 9-12 Prerequisites: Beginning Band
7030 BAND-ADVANCED
Students continue to build on the knowledge acquired in Intermediate
Band. With the use of selected music literature the students master
technical skill on their instrument and in reading and writing music
notation. Through the study and performance of various styles of music,
emphasis is placed on interpretation, phrasing, and historical and
cultural value.
Grade: 9-12 Prerequisites: Beg./Inter Band
7070 GUITAR-BEGINNING
The guitar class provides instruction in music through the performance
of literature suited to the guitar. The course teaches sequential skills
in guitar playing and songs with guitar accompaniment.
Grade: 9-12 Prerequisites: None
7080 GUITAR-INTERMEDIATE
Student continues to build on the basic elements of music (melody,
harmony and rhythm). Different types of strumming techniques and finger
picking styles are taught.
Grade: 9-12 Prerequisites: None
7090 GUITAR-ADVANCED
Interpretation and performance techniques are expanded upon.
Grade: 10-12 Prerequisites: Beg./Inter. Guitar
7140 ORCHESTRA-BEGINNING
Students receive instruction on the violin, viola, cello, and string
bass on a year-long basis. The course includes beginning training in care
and maintenance of an instrument, posture, various bowing techniques and
finger positions, tone production, reading music and counting rhythms.
7150 ORCHESTRA-INTERMEDIATE
Students continue to build on the knowledge acquired in beginning
orchestra or in the elementary instrumental program. Various styles of
music are performed.
Grade: 9-12 Prerequisites: Beginning Orchestra
7160 ORCHESTRA-ADVANCED
The course provides not only advanced instruction for string players
but also for full orchestra experiences involving wind and percussion
players.
Grade: 9-12 Prerequisites: Beg./Inter. Orchestra
7170, 7180 PIANO LAB 1 & 2
The piano class or laboratory provides for the development of musical
skills through the study and performance of keyboard literature suited to
various levels of instruction. The course provides also for the sequential
development of skills and understanding in piano performance.
Grade: 9-12 Prerequisites: None
7190, 7200 PIANO LAB 3 & 4
Interpretation and performance techniques are taught. The student
learns to perform favorite pieces of music on the piano.
Grade: 9-12 Prerequisites: Piano Lab 1 & 2, audition
7210, 7220 PIANO LAB 5 & 6
More advanced techniques and more advanced arrangements of piano music
are taught.
Grade: 9-12 Prerequisites: Piano Lab 3 & 4
Interdisciplinary Studies courses provide students with the opportunity
to acquire skills for gathering and creating knowledge; these skills
assist students to research, discover and invent knowledge on their own.
Students not only acquire content more quickly and retain it longer, but
they also develop processes for acquiring knowledge that will endure for
the rest of their lives.
Through interdisciplinary studies students develop strategies for
managing, monitoring, and evaluating their own learning. These strategies
enable students to "learn how to learn."
Interdisciplinary studies strategies enable students to:
understand the demands of a learning task and devise ways to
approach it;
evaluate their own learning and devise ways to approach it; and,
become strongly motivated to assume responsibility for their own
learning.
Course No. Course Title and Description
1690, 1692 PEER HELPING 1 & 2
Students in this course will gain the following skills: team work,
communication, assertiveness, decision-making, leadership, facilitation,
presentation and planning. Students will also have the opportunity to
choose to participate in a variety of programs such as conflict mediation,
peer tutoring, peer mentoring, and peer education. Depending on their
choice of program, students will gain specialized skills such as tutoring
and mediation skills.
Grade: 9-12 Prerequisites: Written permission/approval to enroll by
Peer Resource Coordinator
1694, 1696 PEER HELPING 3 & 4
Students in this course will obtain advanced skills in communication,
facilitation and leadership. Students will gain skills regarding such
issues as: substance abuse, violence prevention, suicide prevention, etc.
Students will be responsible in planning, organizing, and implementing
programs that will provide a service to the school and/or community.
8062 STRATEGIES FOR SUCCESS
Strategies for Success is a one-year course designed to assist ninth
grade students in their transition from middle school to high school,
particularly in their adaptation to the demands of high school's academic
culture. The students learn techniques such as effective time management,
consistent organization, assertive communication, outlining, note-taking
from lectures and from reading, test-taking skills, and SQ3R (a reading
comprehension technique). In addition, the course includes the discussion
of topics such as self-discipline, responsibility, and the setting of
short-term and long-term goals. Students are encouraged to reflect
honestly about the positive and negative consequences of their past
choices and about their power and capability to make the best possible
choices in the future. Finally, the course provides academic and personal
support by allowing time for study groups, peer
tutoring, and peer counseling.
Grade: 9-12 Prerequisites: Each school establishes criteria for
admission
8090 STUDENT AIDE
8110-8118 LIBRARY TRAINING 1-8
Students learn library routines and organization as they develop on the
job skills by checking materials in and out; processing, organizing, and
shelving materials; and assisting others in using the library. They also
learn specific library vocabulary and how to use the library to access
information in print, on the Internet and in other electronic formats.
They learn to follow directions and to work cooperatively with others to
accomplish a task.
Grade: 9-12 Prerequisites: None
9837 GOAPE 1
GOAPE is an adventure program for youth. It is an alternative program
institutes at Galileo Academy with the purpose to increase student
achievement both academic and social responsibility through an
adventure-based programming. And those adventures can happen anywhere--out
inthe wilderness and inside the classroom. In addition to the 10-day
wilderness trip, rock climbing and ropes courses, students are also
encouraged to adventure within their own communities where they develop
greater communication skills, scholastic ability, confidence and
self-esteem through carreer internships, community service, leadership and
the mentoring of younger students.
To earn credit students must fulfill minimum requirements, turn in a
portfolio of work and participate fully in all GOAPE's activities.
Attendance is mandatory. GOAPE students will often be off campus, in the
community, traveling on public transportation and not neccessarily
accompanied by an adult.
Galileo has a proud and glorious history in academic, social, and
athletic achievements. We show our support for those who represent our
school at public events in many different ways. Here are some of the songs
and cheers we use to show our pride and enthusiasm
The Lion is the official mascot of Galileo. In Latin, Galileo means
"Gallic lion." Lions are noted for being very proud animals and
are known as the "King of Beasts." Galileo students want to be
proud of their school. The students who play on Galileo sports teams are
called Galileo Lions.
The original school colors were gold and purple, but during World War
II, in the 1940s, gold paint became very expensive, so the colors were
changed to purple and orange, but in 1994 the colors were changed back to
purple and gold. Purple is the royal color, the color of kings.
The school motto is Eppure si muove. In Italian this means
"And still it moves." This statement comes from one of the
stories about Galileo's life. As he studied the sky, he found that he
could not believe that the sun and the moon were moving around the Earth
as people believed at that time. He believed the Copernican theory that
the sun was the center of the Universe and that the Earth and planets
moved around the sun.
When Galileo talked about his belief, he got into serious trouble
because his ideas were against the teaching of the powerful Church. He was
forced to say before the Church officials that he was wrong in his
statements that the Earth moved around the sun. But on his way out of the
hearing, he mumbled, "And still it moves."
Galileo Academy has one of the most active student activities program
in San Francisco. Under the direction of a student body advisor, the
student government program is an integral part of a student's life at
Galileo.
In the past the events have have included the Homecoming Dance, Winter
Ball, Boat Dance, Spring Concert, and Senior Prom.
1. Door closes at 9:00 p.m. No one will be admitted to the dance after
this time.
2. A Galileo student can invite one outside guest who must be
registered at the Dean's Office. A Galileo student body card holder can
invite one outside guest.
3. All students and guests must show their student body cards or some
identifications at the door. Teachers will check the names of students
using the school computer list.
4. No one 21 years or older can be invited as a guest to the school
dance.
5. Ticket purchaser and his/her guest should arrive at the dance hall
together with acceptable identification.
6. The dance ticket and hand will be stamped at the door. A ticket stub
may be taken for accountability.
7. No tickets will be sold at the door.
8. There will be a strict dress code. Preference is semi dressy attire
for girls, and dress pants and shirt for guys. T-shirt and grubby pants
are not acceptable. The Senior Prom is formal attire.
9. Teachers will have the right to ask students to leave the dance for
any misbehavior.
All teams compete in the AAA League. A student must earn a 2.0
grade-point average the previous semester to participate on a school team
and maintain a 2.0 GPA each report card period. Also, all athletes must
have a student body card and a physical examination to participate.
Here are the sports offered at Galileo:
Athletic Block "G" and star are awarded to students for their
outstanding athletic performances. After a student receives the Block
"G", he/she is given a star for every 30 points he/she earns.
Block "G" Awards
30 points is necessary for a Block "G"
60 points is necessary for a Star
90 points is necessary for a 2nd Star
120 points is necessary for a 3rd Star
150 points is necessary for a 4th Star
180 points is necessary for a 5th Star
Point Awards
1st year on a team 5 points
2nd year on a team 10 points
3rd year on a team 15 points
4th year on a team 30 points
if the team wins the championship 30 points
if the team finishes second 20 points
if the team finishes third 15 points
if the student is selected to the first team all-city 30 points
if the student is selected to the second team all-city 20 points
if the student is selected to the honorable mention all-city 15 points
if a student is on the track or swim team and finishes 1st place
in an event 30 points in an event 20 points in an event 15 points
1070, 1080 11th GRADE AMERICAN LITERATURE 1 & 2 (.6, .8,
.8S, .8C, .8T)
if a student is on the track or swim team and finishes 2nd place
if a student is on the track or swim team and finishes 3rd place