Oregon Course Codes For 2017-18
Oregon Course Codes for 2017-18Course codes for the use of data submission to the Oregon Department of Education. This listingincludes the subject areas, the full list of all adopted courses, and a crosswalk for prior year’s prior-tosecondary course codes to the current set of course codes.ContentsCourse Code Subject Area . 2School Courses for the Exchange of Data (SCED) . 3Prior-to-Secondary Crosswalk . 175Oregon Course Codes2017-18Page 1
Course Code Subject AreaCourse Codes are separated by the subject area based on the beginning numbers of the coursecodes.Course CodeSubject 000021000220002300024000English Language and LiteratureMathematicsLife and Physical SciencesSocial Sciences and HistoryFine and Performing Arts(Reserved for Future Use)Religious Education and TheologyPhysical Health and Safety EducationMilitary ScienceComputer and Information SciencesCommunication and Audio/Visual TechnologyBusiness and MarketingManufacturingHealth Care SciencesPublic, Protective, and Government ServicesHospitality and TourismArchitecture and ConstructionAgriculture, Food, and Natural ResourcesHuman ServicesTransportation, Distribution, and LogisticsEngineering and TechnologyMiscellaneousSelf-Contained ElementaryForeign Language and LiteratureOregon Course Codes2017-18Page 2
School Courses for the Exchange of Data (SCED)SCEDCourseCode01001Course TitleCourse DescriptionEnglish/LanguageArts I (9th grade)01002English/LanguageArts II (10th grade)01003English/LanguageArts III (11thgrade)01004English/LanguageArts IV (12thgrade)01005AP EnglishLanguage andComposition01006AP EnglishLiterature andComposition01007IB Language A:Literature—EnglishEnglish/Language Arts I (9th grade) courses build upon students’ prior knowledge ofgrammar, vocabulary, word usage, and the mechanics of writing and usually includethe four aspects of language use: reading, writing, speaking, and listening. Typically,these courses introduce and define various genres of literature, with writing exercisesoften linked to reading selections.English/Language Arts II (10th grade) courses usually offer a balanced focus oncomposition and literature. Typically, students learn about the alternate aims andaudiences of written compositions by writing persuasive, critical, and creative multiparagraph essays and compositions. Through the study of various genres of literature,students can improve their reading rate and comprehension and develop the skills todetermine the author’s intent and theme and to recognize the techniques used by theauthor to deliver his or her message.English/Language Arts III (11th grade) courses continue to develop students’ writingskills, emphasizing clear, logical writing patterns, word choice, and usage, as studentswrite essays and begin to learn the techniques of writing research papers. Studentscontinue to read works of literature, which often form the backbone of the writingassignments. Literary conventions and stylistic devices may receive greater emphasisthan in previous courses.English/Language Arts IV (12th grade) courses blend composition and literature into acohesive whole as students write critical and comparative analyses of selectedliterature, continuing to develop their language arts skills. Typically, studentsprimarily write multi-paragraph essays, but they may also write one or more majorresearch papers.Following the College Board’s suggested curriculum designed to parallel college-levelEnglish courses, AP English Language and Composition courses expose students toprose written in a variety of periods, disciplines, and rhetorical contexts. Thesecourses emphasize the interaction of authorial purpose, intended audience, and thesubject at hand, and through them, students learn to develop stylistic flexibility asthey write compositions covering a variety of subjects that are intended for variouspurposes.Following the College Board’s suggested curriculum designed to parallel college-levelEnglish courses, AP English Literature and Composition courses enable students todevelop critical standards for evaluating literature. Students study the language,character, action, and theme in works of recognized literary merit; enrich theirunderstanding of connotation, metaphor, irony, syntax, and tone; and writecompositions of their own (including literary analysis, exposition, argument, narrative,and creative writing).IB Language A: Literature—English courses prepare students to take the InternationalBaccalaureate Language A: Literature exams at either the standard or higher level.Course content includes in-depth study of literature chosen from the appropriate IBlist of texts and authors, written analyses and critiques of this literature, and otheroral and written assignments. The course is designed for students highly competent inusing English in an academic context.Oregon Course Codes2017-18Page 3
SCEDCourseCode01008Course TitleCourse DescriptionEnglish as aSecond Language01009Language ArtsLaboratory01010IB Language A(English), MiddleYears Program01011IB Language A:Language andLiterature—English01012IB Literature andPerformance01034Language Arts(grade 6)01035Language Arts(grade 7)01036Language Arts(grade 8)English as a Second Language (ESL) courses are designed for the acquisition and rapidmastery of the English language, focusing on reading, writing, speaking, and listeningskills. ESL courses usually begin with extensive listening and speaking practice,building on auditory and oral skills, and then move on to reading and writing. Thesecourses provide an explanation of basic structures of the English language, enablingstudents to progress from an elementary understanding of English words and verbtenses to a more comprehensive grasp of various formal and informal styles and thento advance to “regular” English courses. ESL classes may also include an orientation tothe customs and culture of the diverse population in the United States.Language Arts Laboratory courses provide instruction in basic language skills,integrating reading, writing, speaking, and listening, while placing great emphasis onthe progress of individual students. Course content depends upon students’ abilitiesand may include vocabulary building, improving spelling and grammar, developingwriting and composition skills, reading silently or aloud, and improving listening andcomprehension abilities.International Baccalaureate (IB) Language A (English), Middle Years Program coursesinclude instruction in the instrumental function of a language, emphasizing skills inlistening, viewing, speaking, reading, and writing, as well as literature encompassing avariety of periods and genres.IB Language A: Language and Literature—English courses prepare students to take theInternational Baccalaureate Language A: Language and Literature exams at either thestandard or higher level. Course content includes in-depth study of composition forpurpose and audience, forms of mass communication and the media, and the contextand elements of literature. The course includes oral and written assignments and isdesigned for students highly competent in using English in an academic context.IB Literature and Performance courses prepare students to take the InternationalBaccalaureate Literature and Performance exam at the standard level. Course contentfocuses on the relationship between literature and theatre. These courses may coverthe critical study of literary texts, the exploration of chosen approaches to a text, andthe performance of written texts.Language Arts (grade 6) courses build upon students’ prior knowledge of grammar,vocabulary, word usage, and the mechanics of writing, and include the four aspects oflanguage use: reading, writing, speaking, and listening. These courses may emphasizethe use of language for different effects, in different contexts, and for differentpurposes. Specific content depends upon state standards for grade 6.Language Arts (grade 7) courses build upon students’ prior knowledge of grammar,vocabulary, word usage, and the mechanics of writing, and include the four aspects oflanguage use: reading, writing, speaking, and listening. Beyond emphasizing differentuses for language, these courses may also include using language (particularly writtentext) to construct meaning and connections. Specific content depends upon statestandards for grade 7.Language Arts (grade 8) courses build upon students’ prior knowledge of grammar,vocabulary, word usage, and the mechanics of writing, and include the four aspects oflanguage use: reading, writing, speaking, and listening. Typically, these courses usevarious genres of literature to improve reading skills, and they link writing exercisesfor different purposes to those reading selections. Specific content depends uponstate standards for grade 8.Oregon Course Codes2017-18Page 4
SCEDCourseCode01037Course TitleCourse DescriptionLanguage Arts—General01046Reading (grade 6)01047Reading (grade 7)01048Reading (grade eshmen andsophomores)01052English/Literature(juniors andseniors)01053LiteratureLanguage Arts—General courses involve content that is not grade differentiated andmay apply to a range of consecutive grades (e.g., "by third grade, students shouldknow and be able to do "). These courses include content that may be applicable tostates or localities that do not employ grade-level content standards. [These coursesprovide broad content that is not organized as described elsewhere (i.e., LanguageArts, early childhood education through grade 8).]Reading (grade 6) courses build upon students’ prior knowledge and skill in readingand may emphasize the use of language for different effects, in different contexts,and for different purposes. Specific content depends upon state standards for grade6.Reading (grade 7) courses build upon students’ prior knowledge and skill in readingand may emphasize the use of language for different effects, in different contexts,and for different purposes. Specific content depends upon state standards for grade7.Reading (grade 8) courses build upon students’ prior knowledge and skill in reading.Typically, these courses use various genres of literature to improve reading skills, andlink exercises for different purposes to those reading selections. Specific contentdepends upon state standards for grade 8.Reading—General courses involve content that is not grade differentiated and mayapply to a range of consecutive grades (e.g., "by third grade, students should knowand be able to do "). These courses include content that may be applicable to statesor localities that do not employ grade-level content standards. [These courses providebroad content that is not organized as described elsewhere (i.e., Reading, earlychildhood education through grade 8.]English/Literature (freshmen and sophomores) courses are designed for freshmenand/or sophomores and typically introduce them to two or more genres of literature(novel, short story, poetry, and so on). Exploration of each genre’s literary elements;determination of theme and intent; and examination of vocabulary and semantics areoften included in the course content. Writing assignments are required as anadditional method to improve understanding and comprehension.English/Literature (juniors and seniors) courses are designed for juniors and/orseniors and emphasize comprehension, discernment, and critical-thinking skills in thereading of texts and literature. These courses introduce and explore more advancedliterary techniques (irony, satire, humor, connotation, tone, rhythm, symbolism, andso on) through two or more literary genres, with the aim of creating sophisticatedreaders. Writing assignments are required as an additional method to develop andimprove critical-thinking and analytic skills.Literature courses offer the opportunity for students to study and reflect upon thethemes presented in the body of literature being presented. Students improve theircritical-thinking skills as they determine the underlying assumptions and values withinthe reading selection and as they understand how the work reflects society’sproblems and culture. Oral discussion is an integral part of literature courses, andwritten compositions are often required. Literature courses may surveyrepresentative works, reflect a particular genre or a specific theme, or survey worksof a particular time or people.Oregon Course Codes2017-18Page 5
SCEDCourseCode01054Course TitleCourse re/History01056British Literature01057BritishLiterature/History01058World Literature01059Biblical Literature01060Literature of anAuthor01061Literature of aGenreAmerican Literature courses focus upon commonly known American authors andtheir work. Students improve their critical-thinking skills as they determine theunderlying assumptions and values within the selected works and as they understandhow the literature reflects the society of the time. Oral discussion is an integral partof literature courses, and written compositions are often required.American Literature/History courses integrate the study of American literature withan overview of U.S. history. These courses may also include other aspects of Americanculture, such as art or music. A two-year sequence or two-period per day class may berequired to cover the same objectives as would be covered separately in U.S. HistoryOverview and American Literature.British Literature courses may provide a survey of British literature or may focus on aselected timeframe of England’s history. Students improve their critical-thinking skillsas they determine the underlying assumptions and values within the selected worksand as they understand how the literature reflects the society of the time. Oraldiscussion is an integral part of literature courses, and written compositions are oftenrequired.British Literature/History courses integrate the study of British literature with anoverview of the history of England. These courses may also include other aspects ofBritish culture, such as art or music. A two-year sequence or two-period per day classmay be required to cover the same objectives as would be covered separately inEnglish History Overview and British Literature.World Literature courses use representative literature selections from ancient and/ormodern times from countries around the world. Students improve their criticalthinking skills as they comprehend the diversity of literary traditions and theinfluences of those traditions. Oral discussion is an integral part of literature courses,and written compositions are often required.Biblical Literature courses have the same aim as general literature courses (toimprove students’ language arts and critical-thinking skills), focusing on the books ofthe Bible. Students may compare techniques, styles, and themes of the various books;examine the Bible’s influence on secular literature; and may study historical events ofBiblical times. Oral discussion is an integral part of these courses, and writtencompositions are often required.These courses have the same aim as general literature courses (to improve students’language arts and critical-thinking skills), focusing on a particular author and his or herwork. Students determine the underlying assumptions and values within the selectedworks; compare techniques, styles, and themes of the author; and reflect upon thetime period in which the author lived. Oral discussion is an integral part of literaturecourses, and written compositions are often required.These courses have the same aim as general literature courses (to improve students’language arts and critical-thinking skills), focusing on one or several genres, such aspoetry, essay, biography, short story, drama, film, and so on. Students determine theunderlying assumptions and values within the selected works and also examine thestructure, techniques, and intentions of the genre being studied. Oral discussion is anintegral part of these genre-oriented courses, and written compositions are oftenrequired.Oregon Course Codes2017-18Page 6
SCEDCourseCode01062Course TitleCourse DescriptionLiterature of aPeriod01063Literature of aPlace01064Literature of aPeople01065Literature of aTheme01066Strategic Reading01067Assisted Reading01068Corrective StudyThese courses have the same aim as general literature courses (to improve students’language arts and critical-thinking skills), focusing on the literature written during orreflecting a particular time period (such as the French Revolution, the 1960s, or the20th century). Students determine the underlying assumptions and values within theselected works, reflect upon the influence of societal events and social attitudes, andcompare the points of view of various authors. Oral discussion is an integral part ofliterature courses, and written compositions are often required.These courses have the same aim as general literature courses (to improve students’language arts and critical-thinking skills), focusing on a particular geographic region.Students determine the underlying assumptions and values within the selectedworks; study how the literature reflects the land, society, and history of the region;and may study the influence of this literature on others. Oral discussion is an integralpart of literature courses, and written compositions are often required.These courses have the same aim as general literature courses (to improve students’language arts and critical-thinking skills) but use literature written by authors whoshare a particular characteristic such as religion, culture, or gender. Studentsdetermine the underlying assumptions and values within the selected works, reflectupon the influence of a common characteristic, and compare the points of view ofvarious authors. Oral discussion is an integral part of literature courses, and writtencompositions are often required.These courses have the same aim as general literature courses (to improve students’language arts and critical-thinking skills) but use selected literature to explore aparticular theme as expressed from several points of view. Such themes might includeThe American Dream, Society and Self, Exploration, War and Peace, and the like.Strategic Reading courses are intended to improve a student’s vocabulary, criticalthinking and analysis skills, or reading rate and comprehension level. Although thesecourses typically emphasize works of fiction, they may also include works ofnonfiction (including textbooks). Strategic Reading courses often have a timemanagement focus, offering strategies for note-taking or for understanding andevaluating the important points of a text.Assisted Reading courses offer students the opportunity to focus on their readingskills. Assistance is targeted to students’ particular weaknesses and is designed tobring students’ reading comprehension up to the desired level or to developstrategies to read more efficiently.Corrective Reading courses offer diagnostic and remedial activities designed tocorrect reading difficulties and habits that interfere with students’ progress indeveloping reading skills and understandings. Activities are chosen to increase orimprove students’ reading comprehension, reading technique, and general literacyskills.Mythology courses introduce students to the origins and meaning of myths, includinghow cultures use myths to explain natural or social phenomenon. Students willexplore the major themes, stories, characters, and archetypes present in themythologies of s
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