AP Seminar® involves intensive research and synthesis of self-selected topics. Students engage in research to analyze real-world problems and to cultivate the skills needed for successful college writing. Teams of students work to analyze and synthesize their findings and present their research to the class. The students explore scientific, economic, and political topics from a variety of viewpoints and broaden their understanding of global issues. This is a yearlong course due to the volume of work required of students.

In AP Research®, students further the skills they obtained in the AP Seminar® course by developing a research methodology while employing ethical research practices. Students work on a year-long research project, document their processes, and curate artifacts as they develop a scholarly work portfolio. The final project is an academic paper of 4000–5000 words, accompanied by a performance or exhibition of the end product where applicable, and a presentation of their findings with an oral defense.

English I builds upon the skills established by the middle school English Language Arts standards. Students will practice the close reading of appropriately complex, grade-level informational and literary texts. Based upon their reading, the students will engage in class discussion and written assignments that promote analysis, the development of an argument with appropriate supporting details, and/or the synthesis of multiple texts. While reading and writing, students will analyze the author's point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and fluency while correctly using the conventions of the English language. Students will also engage in narrative writing based on real or imagined events. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts the students read. English I teachers will base their instruction on the SpringBoard curriculum, which is approved by the TDOE as in alignment with ELA standards.

Honors English I builds upon the skills established by the middle school English Language Arts standards. Students will practice the close reading of appropriately complex, grade-level informational and literary texts. Based upon their reading, the students will engage in class discussion and written assignments that promote analysis, the development of an argument with appropriate supporting details, and/or the synthesis of multiple texts. While reading and writing, students will analyze the author's point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and fluency while correctly using the conventions of the English language. Students will also engage in narrative writing based on real or imagined events. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts the students read. English I teachers will base their instruction on the SpringBoard curriculum, which is approved by the TDOE as in alignment with ELA standards. However, the curriculum modules reflect the increased rigor and depth of study required by the Tennessee Department of Education Honors Framework for Extension.

English II builds upon the skills established by the English Language Arts standards. Students will practice the close reading of appropriately complex, grade-level informational and literary texts. Based upon their reading, the students will engage in class discussion and written assignments that promote analysis, the development of an argument with appropriate supporting details, and/or the synthesis of multiple texts. While reading and writing, students will analyze the author's point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and fluency while correctly using the conventions of the English language. Students will also engage in narrative writing based on real or imagined events. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts the students read. English II teachers will base their instruction on the SpringBoard curriculum, which is approved by the TDOE as in alignment with ELA standards.

Honors English II builds upon the skills established by the English Language Arts standards. Students will practice the close reading of appropriately complex, grade-level informational and literary texts. Based upon their reading, the students will engage in class discussion and written assignments that promote analysis, the development of an argument with appropriate supporting details, and/or the synthesis of multiple texts. While reading and writing, students will analyze the author's point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and fluency while correctly using the conventions of the English language. Students will also engage in narrative writing based on real or imagined events. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts the students read. English II teachers will base their instruction on the SpringBoard curriculum, which is approved by the TDOE as in alignment with ELA standards. However, the curriculum modules reflect the increased rigor and depth of study required by the Tennessee Department of Education Honors Framework for Extension and that which is necessary to be successful in future advanced academics courses.

English III further builds upon the skills established by the English Language Arts standards. Students will practice the close reading of appropriately complex, grade-level informational and literary texts. Based upon their reading, the students will engage in class discussion and written assignments that promote analysis, the development of an argument with appropriate supporting details, and/or the synthesis of multiple texts. While reading and writing, students will analyze the author's point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and fluency while correctly using the conventions of the English language. Students will also engage in narrative writing based on real or imagined events. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts the students read. English III teachers will base their instruction on the SpringBoard curriculum, which is approved by the TDOE as in alignment with ELA standards.

AP English Language and Composition® is a course for students who have successfully completed Honors English II or who have demonstrated competency in those composition and critical thinking skills aligned with the demands of advanced academics. The general AP Language and Composition® curriculum emphasizes rhetoric, analysis, research, synthesis, and complex writing as students become skillful readers of prose written for a variety of periods, disciplines, audiences, purposes, and contexts. College-level outside reading is required, and the class will challenge students to produce high-quality work that far exceeds the cognitive demands of CP-level coursework. The course culminates in the AP English Language and Composition® Exam.

English IV encompasses the entirety of the English Language Arts standards. Students will practice the close reading of appropriately complex, grade-level informational and literary texts. Based upon their reading, the students will engage in class discussion and written assignments that promote analysis, the development of an argument with appropriate supporting details, and/or the synthesis of multiple texts. While reading and writing, students will analyze the author's point of view, evidence, assumptions, and style. Within their own writing, students will develop focus, organization, style, and fluency while correctly using the conventions of the English language. Students will also engage in narrative writing based on real or imagined events. Vocabulary study will focus on morphology, etymology, and context, and the words will come from the texts the students read. English IV teachers will base their instruction on the SpringBoard curriculum, which is approved by the TDOE as in alignment with ELA standards. Upon the completion of English IV, students should be prepared for either postsecondary education or the workforce.

AP English Literature and Composition® is a course for students who have successfully completed Honors English II or who have demonstrated competency in those composition and critical thinking skills aligned with the demands of advanced academics. The curriculum is an in-depth study of American, British, and world literature with expectations commensurate with college-level English courses. College-level outside reading is required, and the class will challenge students to produce high-quality work that far exceeds the cognitive demands of CP-level coursework. Students must be highly motivated and have exceptional writing and analytical skills. The course culminates in the AP English Literature and Composition® Exam.

In Creative Writing, students will be given the opportunity to develop a creative outletthrough additional writing experiences in fiction, nonfiction, poetry, script writing, game design, and other genres. Works of great authors are examined and modeled, with a view to enhancing the students' own work. The class is conducted as a workshop with both teacher- and peer-conferencing as an important part of the process. Students will produce a portfolio of their creative work.

In Advanced Creative Writing, students will continue to pursue the art of creative writing, concentrating especially on poetry, short stories, and non-fiction with the opportunity to explore a variety of other forms, such as playwriting, graphic novels, songwriting, and children's books. Works of established authors are examined and modeled, with a view toward enhancing the students' own work. The class is conducted as a workshop with both teacher- and peer-conferencing; the result should be a significant portfolio of student work. (Elective credit)