Prerequisite: Algebra I. This two-quarter course covers relationships, conception, prenatal development, the newborn, toddlers, and parenting skills. Students will learn to appreciate children as individuals and gain experience through our on-site 3 week preschool, Scottie Tots. Career opportunities in child development and related fields will be explored. Open to all students, grades 9-12. Males are encouraged to participate - parenting is a two person responsibility. This course articulates with CDE 124 at Grossmont/Cuyamaca College for 3 units of elective credit. Meets the CSU/UC “G” requirement.
Developmental Psychology of Children
(12) Senior students will have the opportunity to work closely with a Helix First teacher. Students will teach, coach, and facilitate discussions. This course is perfect for students interested in pursuing fields in education, psychology, or communications. Students interested need to have a minimum 3.0 GPA, be involved in extracurricular activities (club, sport, performing arts, ASPIRE), and plan on attending a junior college, technical college, four-year university, or joining the military after completing high school. Applications are available at bit.do/helixmentorapp. Mentors have the opportunity to earn 100 community service hours.
Helix First Mentorship Program
(11-12) (10 credits and Community Service Hours) This year-long A/B course is designed to teach leadership and character skills to 11th and 12th grade students. The upperclassmen will each have a 9th grade “mentee” that they will help guide through their Freshman year utilizing what they have learned.
Peer Mentoring Program
This is the second course in the teacher pathway and will include a focus on culturally responsive teaching, instructional planning, and preparing students for a future teaching career. Students will evaluate and utilize a variety of teaching best practices and educational technologies both in class and at their internship sites. In addition, students will analyze domestic and international school models, performance data, assessment practices, and will implement design thinking to create a 21st century school model focused on equity in education.
Transformational Teaching and School Design
(10 credits) This course requires a two-quarter commitment. It is designed for students to train and work as academic/social tutors/mentors. Students selected are placed one period per day in a Special Education class and will assist students in academic and organizational skills. For seniors pursuing education as their Senior Project topic, this class may be used as partial satisfaction for the requirements of the project. Counselor recommendation required.
Peer Tutor for Special Education
(10-12) This is a year-long A/B college level course, which will introduce you to the ”why” behind human behavior. You will study and experiment with the psychological facts, principles, and phenomena associated with each of the major divisions of Psychology including biology of the brain and behavior, consciousness, learning, personality, cognition, memory and abnormal disorders. The aim of the AP course is to give a learning experience equivalent to an introductory college psychology course. The AP test will be held in May. Upon the completion of this course and successful passing of the AP exam, the student is eligible for 3 units of college credit at most colleges and universities. Prerequisite: Teacher or counselor recommendation and evidence of “B” or better in Science/Social Science courses. Priority will be given to 4th or 5th year students. Summer Assignment is required. See Department Chair. Students passing this course earn Social Studies elective credit. This course is meets the UC/CSU “G” requirement.
This course is an introduction to careers in teaching and education. This course will begin with an exploration of how people learn, what motivates people to learn and how people demonstrate their learning to others. Topics will include California’s content standards and frameworks, teaching performance standards, the history of the educational system and cultural issues in education, including multiculturalism, social justice and equity. In addition, students will learn how to best serve students with diverse needs. Students will participate in on-campus and off-campus internship developing their roles as educators with structured fieldwork in public school elementary, middle and high school classrooms. Articulated with ED200 at GCCCD
Foundations and Cultural Perspectives of Teaching and Learning (Teaching and Learning 3/4)