VIP High School Course Catalog 2024-2025

All VIPHS courses are accredited by the Western Association of Schools and Colleges (WASC), are UC A-G approved, and are transferable throughout the United States. Students who graduate from VIPHS with a "C" or better in required courses will meet the UC/CSU "a-g" requirements unless otherwise noted in their Individual Education Plan.

Note: Some courses are only available to certain grade levels, and others have prerequisites. All students are guided to complete the California A-G requirements. Course descriptions for certain courses will be added during August and September.

AP Capstone Courses

AP Seminar

The AP Seminar course is an inquiry-based course that aims to engage students in cross-curricular conversations that explore real-world topics and issues from multiple perspectives. Students are empowered to collect and analyze information with accuracy and precision in order to craft and communicate evidence-based arguments.

AP Research

AP Research, the second course in the AP Capstone experience, allows students to deeply explore an academic topic, problem, issue, or idea of individual interest. Students design, plan, and implement a yearlong investigation to address a research question. Through this inquiry, they further the skills they acquired in the AP Seminar course by learning research methodology, employing ethical research practices, and accessing, analyzing, and synthesizing information. Students reflect on their skill development, document their processes, and curate the artifacts of their scholarly work through a process and reflection portfolio. The course culminates in an academic paper of 4,000–5,000 words (accompanied by a performance, exhibit, or product where applicable) and a presentation with an oral defense.

Social Studies Courses

World History

AP World History

In AP World History: Modern, students investigate significant events, individuals, developments, and processes from 1200 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical connections; and utilizing reasoning about comparison, causation, and continuity and change over time.

The course provides six themes that students explore throughout the course in order to make connections among historical developments in different times and places: humans and the environment, cultural developments and interactions, governance, economic systems, social interactions and organization, and technology and innovation.

AP Human Geography

“AP Human Geography is an introductory college-level human geography course. Students cultivate their understanding of human geography through data and geographic analyses as they explore topics like patterns and spatial organization, human impacts and interactions with their environment, and spatial processes and societal changes. “ (AP Central Website)

AP US History

Course Description (From the College Board): AP U.S. History is designed to be the equivalent of a two-semester introductory college or university U.S. history course. In AP U.S. History students investigate significant events, individuals, developments, and processes in nine historical periods from approximately 1491 to the present. Students develop and use the same skills, practices, and methods employed by historians: analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and utilizing reasoning about contextualization, causation, and continuity and change over time. The course also provides seven themes that students explore throughout the course in order to make connections among historical developments in different times and places: American and national identity; migration and settlement; politics and power; work, exchange, and technology; America in the world; geography and environment; and culture and society.

Government & Economics

Government (Semester One) explores a comprehensive view of the American system of government, providing an introduction to the origins and development of ideas and institutions that influence the contemporary political climate. The course examines social and political philosophy, the development and composition of the nation’s founding documents, the three branches of government, political parties, and interest groups within a framework of social, political, cultural, and economic context.

Economics (Semester Two) explores human behavior within the framework of microeconomics and macroeconomics. We will analyze the behavior of consumers, firms, and markets under the constraints of scarcity. Topics such as private property, price systems, labor economics, international trade, competition, externalities, public goods, and measures of economic health (e.g. GDP).

English Courses

English 9

Honors English 10

AP Seminar (may substitute for English 11)

English 11

AP English Literature and Composition

From the AP College Board website: “The AP English Literature and Composition course focuses on reading, analyzing, and writing about imaginative literature (fiction, poetry, drama) from various periods. Students engage in close reading and critical analysis of imaginative literature to deepen their understanding of the ways writers use language to provide both meaning and pleasure. As they read, students consider a work’s structure, style, and themes, as well as its use of figurative language, imagery, and symbolism. Writing assignments include expository, analytical, and argumentative essays that require students to analyze and interpret literary works. There are no prerequisite courses for AP English Literature and Composition. Students should be able to read and comprehend college-level texts and write grammatically correct, completesentences.

Mathematics Courses

Algebra 1

This course will be the foundational math class for all subsequent courses in mathematics. All the skills learned in this course will be fundamental for the success of any future mathematics classes. Algebra 1 introduces students to variables, algebraic expressions, equations, inequalities, functions, and all their multiple representations. Algebra 1 is a course that builds upon students’ arithmetic and algebraic skills. The course aims to give students a deep conceptual understanding of functions and equations and provide them with the skills to create and utilize functions and equations in order to model real world problems. In this class, students will develop the ability to explore and solve real-world application problems, demonstrate the appropriate use of mathematical technology, and communicate mathematical ideas clearly.

Throughout the year, we will practice communicating our understanding of mathematics to other students in many different ways. We will constantly work on becoming more resilient problem solvers, and we will use mathematical tools to assist our ability to problem-solve and think critically.

During course meetings, students will be asked to think deeply about mathematics and to engage in active inquiry and discussion. Students will also engage in self-guided independent work. Students will need to engage fully in all coursework.

Geometry

Geometry is a course that is designed to emphasize the study of the properties and applications of common geometric figures in two and three dimensions. It includes the study of triangle congruence criteria using rigid motions and formal constructions building a formal understanding of similarity based on dilations and proportional reasoning, developing the concepts of formal proof, exploring the properties of two and three dimensional objects, working within the rectangular coordinate system to verify geometric relationships, and proving basic theorems about circles. Inductive and deductive thinking skills are used in problem solving situations, and applications to the real world are stressed.

Algebra 2

This course will be a continuation and extension of content learned in prior math classes. We will make connections between mathematical concepts learned in the past and present content, and we will apply our knowledge to solve new and difficult problems. The families of functions that were studied in Algebra 1 will be expanded to include polynomial, absolute value, radical, exponential, logarithmic, and trigonometric functions. We will work with many function representations and use real-world situations to model them. We will learn how to use algebra to rewrite mathematical expressions into multiple equivalent forms. We will use trigonometric properties and functions to examine the relationship between triangles and circles. We will explore the relationships between probability and statistics and use statistics to analyze data.

Throughout the year, we will practice communicating our understanding of mathematics to other students in many different ways. We will constantly work on becoming more resilient problem solvers, and we will use mathematical tools to assist our ability to problem-solve and think critically.

During course meetings, students will be asked to think deeply about mathematics and to engage in active inquiry and discussion. Students will also engage in self-guided independent work. Students will need to engage fully in all coursework.

AP Pre-Calculus

Pre-Calculus is the study of discrete topics in advanced algebra and trigonometry. Students will investigate theoretical, numerical, graphical, and spatial topics upon which to build their study of advanced mathematics. Pre-Calculus provides the background for mathematical concepts, problems, issues, and techniques that appear in the study of calculus, including but not limited to: functions, trigonometry, polynomials, complex numbers, matrices, series and sequences, limits and continuity, and derivatives. The use of technology is infused in this course to gather, analyze, and communicate mathematical information.

Throughout the year, we will practice communicating our understanding of mathematics to other students in many different ways. We will constantly work on becoming more resilient problem solvers, and we will use mathematical tools to assist our ability to problem-solve and think critically.

During course meetings, students will be asked to think deeply about mathematics and to engage in active inquiry and discussion. Students will also engage in self-guided independent work. Students will need to engage fully in all coursework.

AP Calculus AB

Calculus AB is a first course in Calculus equivalent to one semester of college-level Calculus devoted to topics in differential and integral Calculus. The primary focus of the course is for students to understand the major concepts of calculus (the derivative and the integral) and to experience the methods and applications of the subject. All topics will be explored through the four major ways of approaching calculus: graphically, numerically, analytically and verbally. Students will make connections between these multiple representations.

The Mathematical Practices for AP Calculus (MPACs) capture important aspects of work that mathematicians engage in, at the level of competence expected of AP Calculus students. Embedding these practices in the study of Calculus enables students to establish mathematical lines of reasoning and use them to apply mathematical concepts and tools to solve problems. The MPACs are not intended to be viewed as discrete items that can be checked off a list; rather, they are highly interrelated tools that should be utilized frequently in diverse contexts.

AP Statistics

The AP Statistics course is equivalent to a one-semester introductory, non-calculus based course in statistics. The course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. There are four themes in the course: exploring data, sampling and experimentation, anticipating patterns, and statistical inference. Students use technology, investigations, problem solving, and writing as they build conceptual understanding.

Science Courses

Biology

Chemistry

Physics

AP Environmental Science

Language other than English Courses

Spanish 1

Spanish 2

Spanish 3

Visual and Performing Arts Courses

Guitar Studio

The major emphasis of this course is to develop student achievement through beginning study of the guitar. The course develops the physical skills necessary to play beginning level music accurately and with good tone quality, develops skills in reading music notation, and develops an understanding of the historical significance of the guitar and its literature and provides opportunities for growth in the understanding of musical elements as applied to the music played. Individual and group instruction.

Music Lab

A course for all instruments in techniques relevant to contemporary music performance in a small ensemble at the beginning to advance level. Students work extensively on modern music styles, techniques, and their applications with the intention of public performance. Public performance required.

Jazz Combo

Advanced Theatre

During the Welcome Unit, we will establish a class warm up and the expectations for the year. After that, the class will break up into teams to collaborate on choosing material, rehearsing and competing in the DTASC Fall Festival. After we spend time reviewing the Craft of Acting and then doing an introductory unit on the Craft of Directing, we will spend the bulk of the year focused on monologue and scene work covering the following genres: musical theatre, drama, Shakespeare (while competing in the DTASC Spring Shakespeare Festival), comedy and absurdist theatre. We will also devote time to rehearsing and performing screenplays written by students from V.I.P.’s Dramatic Writing Class, and also preparing and presenting an Advanced Theatre Showcase, both presented in evening performances. We’ll finish up the year with a final project where each student will choose something to perform in class.

Theatre

We’ll start the year establishing a daily warm up, introducing ourselves, and establishing what we can expect from each other and from the class. From there we will study the rules of improvisation and learn a bunch of improv games we will use throughout the year. From there, we will focus on learning the craft of acting (i.e., script analysis, objectives, obstacles, substitution, inner objects, beats and actions, place and fourth wall, moment before and given circumstances. Then we will apply those concepts as we prepare, rehearse and perform monologues, songs, and scenes. In the spring, we will create, curate, rehearse, and perform a Showcase based on all the work we have done in class over the school year. We will finish out the year with each student rehearsing and performing a monologue, scene, song, performance art piece, etc. of their choice in class.

AP Studio Art

From the AP Art and Design Course and Exam Description (available here):

“Students create a portfolio of work to demonstrate inquiry through art and design and development of materials, processes, and ideas over the course of a year. Portfolios include works of art and design, process documentation, and written information about the work presented. In May, students submit portfolios for evaluation based on specific criteria, which include skillful synthesis of materials, processes, and ideas and sustained investigation through practice, experimentation, and revision, guided by questions.”

Visual Art

This is an introductory visual arts class. Projects and classroom activities are designed around 4 areas of focus:

  • Creating: Students will learn a variety of traditional and non-traditional art making tools, materials, and techniques. Students will be given ample studio time to create drawings, paintings and sculptures.

  • Responding: Through exposure to various artistic styles, traditions, cultures, and artists, students will inform and develop their personal style and aesthetic preferences.

  • Presenting: Students will learn how to prepare their completed projects for display via mounting and mating techniques. They will be given the opportunity to display their creations during class critiques, on the classroom walls, and in school art shows and events.

  • Connecting: Students will look at and discuss various artists and art making practices and consider the ways in which art contributes to society and culture.

Yearbook/Photojournalism

The main objective of this course is to create a yearbook that reflects our school community and equally reflects each student in the student body. Our goal is to present a yearbook in May to the faculty, staff, and student body that reflects the experiences of this school year and is an accurate representation of all.

Poetry and Performance

In this course, students will be able to examine poetry through various lenses (some lenses with which they are comfortable; some lenses which they won’t be)

  • Identify different poetic styles and devices in published poetry

  • Identify different poetic styles and devices within their own compositions

  • Give and receive constructive criticism during workshops and conferences

  • Identify and use select delivery techniques when read their own work aloud.

  • Publish an edition of their own original poetry

Drawing and Painting

Stage Tech

Academic Elective Courses

Art History

Welcome to art history! This course will (hopefully) be unlike any other history course you have taken in the past. This year we will examine the development of art forms, styles, and movements beginning in global prehistory and ending in global contemporary art of the present day. Upon completion, you should be able to demonstrate a historical understanding of art as a product reflective of human social development. As well as learning to recognize the key movements in art history, you will consider how a study of visual products adds to our understanding of past cultures and societies. You will become active participants in the global art world, engaging with its forms and content, as you experience, research, discuss, read, and write about art, artists, art making, and responses to and interpretations of art.

Creative Writing

Dramatic Writing

At the start of the year, you will learn some vital tools to help you discover and share stories of your own, which will include timed writings, logline, premise, phone pitches, and Hollywood shorthand. You will also learn about the different elements required to write a play or screenplay, which will include theme, genre, target audience, character, story world, story structure, and layout. Once we have covered these different topics, you will apply these different tools and elements to a series of writing projects for the remainder of the year:

  • Monologue

  • Screenplay with no dialogue

  • Screenplay adaptation of a fairy tale or fable

  • Stage play inspired by one of the clauses in the U.S. Constitution, and a

  • Play or screenplay about any topic you choose

Each writing project will be broken down into a Treatment Unit and Script Unit. The Treatment Unit Assignments will include the following assignments: Logline (Initial Draft), Characters, Theme, Target Audience, Genre, Story World, Cards, Logline (Revised), and finally the Treatment. Each Script Unit will include the following assignments: Rough Draft, Peer Critique, and Final Draft. In the Spring, you will choose one of the pieces you’ve written to be presented in table read format by V.I.P.’s Theatre Arts students during a public evening performance we call the V.I.P. Dramatic Writing Showcase.

Shakespeare

Computer Science Discoveries

Computing affects almost all aspects of modern life, and all students deserve an education that prepares them to pursue the wide array of opportunities that computing has made possible. This course seeks to provide knowledge and skills to meaningfully participate in our increasingly digital society, economy, and culture.

Introduction to Philosophy

History of Los Angeles

Speech & Debate

Are you willing to go above and beyond as a performer and compete during weekends in acting, memorized oratory, spontaneous speaking, and debate events? Do you like wearing formal attire and being a part of the best Speech team in the history of Southern California? If you are an actor/writer/leader, very open to constructive criticism, and driven by a desire to become the best version of yourself, this course is for you. (Speech and Debate competitive experience is viewed extremely favorably by colleges, but only if students consistently participate. Therefore, participation in at least two weekend competitions per semester is mandatory. There will be a form guardians need to sign prior to the first competition.)

This is not just a class. It’s a community.