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Academic Programs

Advanced Placement Courses & Examinations

Sponsored by the College Board, the AP program is a cooperative educational endeavor between secondary schools and colleges/universities. This program provides motivated high school students with the opportunity to take college–level courses in a high school setting. Students who take AP courses not only gain college-level skills but with qualifying AP exam scores, they may also earn college credit, advanced placement, or both at participating colleges/universities.

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The Advanced Placement Examinations are administered each year in May. Students are required to pay a fee for each examination. AP exam scores are reported on a 5–point scale. Individual colleges, not the College Board or AP Program, grant course credit and placement. More information on the AP Examinations is available at www.collegeboard.org.

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Honors Classes

Students should challenge themselves by enrolling in honor classes. To enroll in an honors class, the student should earn a 80% or better in the class immediately preceding the honors class.

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Dual/Concurrent Enrollment Programs

Dual enrollment (DE) is an opportunity to complete college credits (either on campus or virtually) for juniors and seniors. Students may earn both high school and post-secondary/college credit at the same time. Students who plan to continue on to a post-secondary institution/college should consider this option if considering continuing education after high school. Parents/guardians/care givers and students should review the following information and expectations if considering dual enrollment while attending York Tech:

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  • DE offers juniors and seniors an opportunity to receive college credit and high school credit concurrently.

  • It allows students to accumulate college credits prior to entering college at a reduced cost.

  • Student must have successfully completed a minimum of 1 advanced course at York Tech (Honors, AP, IB) with a minimum final grade of 80% OR must have a cumulative GPA of at least 83-86% (3.0).

  • The cost of course(s) will vary based on the institution and the number of credits for the course(s).

  • The post-secondary institution /college will determine acceptance based on their enrollment requirements. Follow each post-secondary institution/college’s instructions regarding orientation, placement testing, and other requirements.

  • Students taking a DE online math course(s) through HACC will need to communicate with the course professor to schedule tests/assessments on any of the HACC campus locations.  Tests and assessments are not proctored at York Tech.

  • DE courses will be weighted at 1.2 with the following college to York Tech credit conversions:

    • 3 or 4 credit dual enrollment course = 1.0 York Tech credit

    • 2 credit dual enrollment course = 0.75 York Tech credit

    • 1 credit dual enrollment course = 0.5 York Tech credit​

  • Students may be provided the opportunity to have a dual enrollment support period on their York Tech schedule which will allow them one block per dual enrollment class to work in the Media Center.

  • A student will be permitted to take up to two college courses per semester. (Fall, Spring, Summer)

  • Summer DE courses must be approved by school counselor by the second week of April of sophomore or junior year(s).

  • When registering for courses use your personal email address not your York Tech email. This will assist you after graduation in accessing your accounts and requesting college transcripts if you need them sent to a separate institution.

  • The college will likely assign you an institutional email account to communicate information specifically about college expectations, coursework, grades, and professor communication.

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Dual Enrollment Process and Expectations

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  • Interested students should schedule an appointment with their school counselor to discuss how this will impact required high school graduation credits.

  • Visit website(s) of DE entities in partnership with York Tech to review enrollment eligibility, costs, and possible course(s).

  • Fill out the DE contract provided by your York Tech counselor. (One must be completed for each semester.)

  • Apply to one of York Tech's DE agreement partner schools.

  • Enrollment in a course(s) at a post-secondary institution other than those listed as Tech partners need approval on a case-by-case situation with your counselor and/or administration.

  • Complete a transcript release form in the Counseling office which will allow for official transcripts to be sent to post-secondary institution(s).

  • Student’s counselor will submit York Tech transcript to the requested post-secondary institution/college.

  • The post-secondary institution /college will determine acceptance based on their enrollment requirements.

  • Follow the post-secondary institution/college’s instructions regarding orientation, placement testing, and other requirements.

  • DE students are responsible for submitting proof of registration before the semester begins and proof of course completion with official grades after the course ends. Failure to provide this documentation may prevent awarding high school credit for the completed DE course(s).


 Dual Enrollment Partners

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International Baccalaureate Career Program (IBCP)

The York County School of Technology is an authorized International Baccalaureate Career-related Program (IBCP) school. The Career-related program is a comprehensive, 2–year program, beginning in the student’s 11th grade (junior) year.

 

The IBCP Program “is a framework of international education that incorporates the values of the International Baccalaureate into a unique program addressing the needs of students engaged in career– related education. The program leads to further/higher education, apprenticeships or employment. The IBCP was specifically developed for students who wish to engage in career–related learning while gaining transferable and lifelong skills in applied knowledge, critical thinking, communication, and cross–cultural engagement” (ib organization, n.d.).


Students who apply and are accepted into the IBCP Program will incorporate their technical program, four core components, and a minimum of two upper-level (IB) academic classes referred to as Diploma Program (DP) courses. Students who successfully complete the program may earn an IBCP certificate. Colleges and universities do offer college credit for diploma program courses; please consult the college admissions office for information on their advanced course credit policy. Listed below are the requirements and options for IBCP students.

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Requirement One: Career-Related Study (CRS)

Please reference Career and Technical Education course descriptions.

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Requirement Two: Core

The core develops many of the student characteristics and attributes described in the IB learner profile and has three distinct qualities. The CP Core:

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  • Is driven by student voice, choice, and ownership of learning

  • Emphasizes connected, enduring, and transferable knowledge, skills, and attitudes

  • Offers a variety of opportunities for authentic evidencing and ongoing assessment of learning.


The four components of the core are designed to be connected – by their nature, their learning outcomes, and their intentional connections. Viewed as a whole, the core aims to:


  • Anchor the program to the IB mission through the development of the IB learner profile attributes and international-mindedness

  • Contextualize and enhance the DP courses and career-related studies, drawing together all the aspects of the framework

  • Promote the development of enduring personal, academic and professional knowledge, skills and attitudes

  • Reflect the understanding that learning is iterative, interconnected, and a cornerstone of ongoing personal and community well-being


Four interrelated components form the core:


  • Personal and Professional Skills

    • Personal and professional skills is designed for students to develop attitudes, skills, and strategies to be applied to personal and professional situations and contexts now and in the future. Through the development of intrapersonal and interpersonal skills, critical and ethical thinking, and intercultural understanding, the course supports student learning in the other core components and elements of the CP and prepares students for future pathways toward higher education, further training, or employment as well as for their personal lives. This component involves 120 hours completed primarily in class.

  • Community Engagement

    • Community engagement offers opportunities for students to learn in, from, and with communities as well as to apply knowledge and skills acquired in other areas of learning. In this component, students situate themselves in the context of their community and identify, explore, and understand issues relevant to them and their communities that they can respond to through engagement in and with communities. This component involves an introductory 30 hours in class followed by sustained volunteering across the two-year program.

  • Reflective Project

    • The reflective project is an in-depth body of work produced over an extended period of time and submitted toward the end of the CP. Through a reflective project, students identify, analyze, critically discuss and evaluate an ethical issue arising from an area of career-related interest. The reflective project is intended to promote high-level research, writing, extended communication skills, intellectual discovery and creativity. This component requires a student to complete a project that is equivalent to 4,000 words. It can be written, audio, visual, or audio-visual.

  • Language and Cultural Studies

    • The language and cultural studies (LCS) component invites students to better understand and expand their own linguistic and cultural repertoires, and imagine how they could further engage with a range of linguistic and cultural groups. As partners in inquiry, students and teachers explore their linguistic and cultural repertoires and reflect on them in the context of local and global communities. This component involves an introductory 30 hours in class, followed by 40 hours of independent study.

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Requirement Three: Two Diploma Program (DP) Courses

One DP must be taken over two years.

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IB Courses 

The IB courses offered at York Tech are listed below. Please note that SL denotes a standard-level course and HL denotes a higher-level course. Reference: Iborganization. (n.d.). Career-related Programme (CP). Retrieved from www.ibo.org/programmes/career-related-programme.

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IB Biology (SL) (401IB) [NCAA]

  • One-year course, 1.0 credit, Grade 11, Weight 1.2

  • The core principle of SL Biology is to develop a broad understanding of the concepts while enhancing the students' critical thinking skills. There are four basic biological themes that run throughout the course: structure and function, universality versus diversity, equilibrium within systems, and evolution. A variety of topics are covered: statistical analysis, cells, the chemistry of life, genetics, ecology and evolution, and human health and physiology. Along with the theoretical aspects of the topics, students also complete a practical component to further develop their application of the concepts. This component includes an interdisciplinary project with the other IB sciences. The International Baccalaureate aspect of the course culminates in May when the students take a two–day SL Biology external examination. Prerequisite: Teacher Recommendation. Students do not need to be enrolled in the IB CP Program to take the course.

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IB Design Technology I (SL) (409IB) [NCAA]

  • 1.0 credit, Grade 11-12, Weight 1.2

  • The course focuses on analysis, design development, synthesis and evaluation. The creative tension between theory and practice is what characterizes Design Technology within the DP sciences subject group. Inquiry and problem solving are at the heart of the subject. DP Design Technology requires the use of the DP design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. In Design Technology, a solution can be defined as a model, prototype, product or system that students have developed independently. DP Design Technology achieves a high level of design literacy by enabling students to develop critical thinking and design skills, which they can apply in a practical context. While designing may take various forms, it will involve the selective application of knowledge within an ethical framework. Prerequisite: Teacher Recommendation. Students do not need to be enrolled in the IB CP Program to take the course.

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IB Design Technology II (SL) (410IB) [NCAA]

  • 1.0 credit, Grade 12, Weight 1.2

  • Year two of DP Design Technology builds off of the knowledge, skills, and techniques that students have developed during year one, with year two’s focus being on students putting those abilities into action in the development of their project for DP Design Technology’s Internal Assessment. The Internal Assessment requires that students develop a unique product and thoroughly document their process from idea to prototype. This project offers an opportunity for students to showcase their abilities and will be completed by early March. In addition to the Internal Assessment and growing skills developed in year one, students are required to participate in a cross–discipline (Group IV) project. This project requires collaboration with all other science students in the IB program. Students will be specifically assessed for personal skills and the ability to work within a team framework. All International Baccalaureate aspects of the course will culminate in May when the students take a two–day SL Design Technology external examination. Prerequisite: IB Design Technology I. Students do not need to be enrolled in the IB CP Program to take the course.

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IB Language and Literature I (HL) (102IB) [NCAA]

  • 1.0 credit per year, Grade 11, Weight 1.2

  • The Language and Literature High Level course is designed to have the depth and rigor of a college-level course. It aims to introduce the critical study and interpretation of written and spoken texts from both literary and non–literary works. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. The course is organized into the major concepts of Readers, Writers, and Texts; Time and Space; and Intertextuality. The concepts of identity, perspective, transformation, communication, culture, representation, and creativity are used to explore deeper meaning in texts ranging from novels to public service announcements. Together, the course allows the student to explore language through its cultural development and use, its media forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the ability to present their ideas effectively. A key aim is the development of critical literacy. The International Baccalaureate aspect of the course culminates in an oral presentation at the end of junior year, a higher-level essay throughout senior year, and two sit-down written exams in May of senior year. Prerequisite: Teacher Recommendation. Students do not need to be enrolled in the IB CP Program to take the course.

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IB Language and Literature II (HL) (103IB) [NCAA]

  • 1.0 credit per year, Grade 12, Weight 1.2

  • The Language and Literature High Level course is designed to have the depth and rigor of a college-level course. It aims to introduce the critical study and interpretation of written and spoken texts from both literary and non–literary works. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. The course is organized into the major concepts of Readers, Writers, and Texts; Time and Space; and Intertextuality. The concepts of identity, perspective, transformation, communication, culture, representation, and creativity are used to explore deeper meaning in texts ranging from novels to public service announcements. Together, the course allows the student to explore language through its cultural development and use, its media forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the International Baccalaureate aspect of the course culminates in an oral presentation at the end of junior year, a higher-level essay throughout senior year, and two sit-down written exams in May of senior year. Prerequisite: IB Language and Literature I. Students do not need to be enrolled in the IB CP Program to take the course.

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IB Psychology (SL) (905IB) [NCAA]

  • One-year course, 1.0 credit, Grade 11-12, Weight 1.2

  • At the core of the IB psychology course is an introduction to three different approaches to understanding behavior: the biological, cognitive and sociocultural approaches. Students study and critically evaluate the knowledge, concepts, theories and research that have developed the understanding in these fields. IB psychology promotes an understanding of the various approaches to research and how they are used to critically reflect on the evidence as well as assist in the design, implementation, analysis and evaluation of the students’ own investigations. Surrounding the approaches and the options are the overarching themes of research and ethics. A consideration of both is paramount to the nature of the subject. This allows students to appreciate the diversity as well as the commonality between their own behavior and that of others. Prerequisite: Teacher Recommendation. Students do not need to be enrolled in the IB CP Program to take the course.

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IB Sports, Exercise, and Health Science (HL) (AH805IB and AH806IB)​ [NCAA]

  • Two-year course, 1.0 credit per year, Grade 11-12, Weight 1.2

  • Sports, exercise and health science (SEHS) is an experimental science that combines academic study with the acquisition of practical and investigative skills. It is an applied science course with aspects of biological and physical science being studied in the specific context of sports, exercise and health. Moreover, the subject matter goes beyond the traditional science subjects to offer a deeper understanding of the issues related to sports, exercise and health in the 21st century. Apart from being worthy of study in its own right, SEHS is a good preparation for courses in higher or further education related to sports fitness and health, and serves as useful preparation for employment in sports and leisure industries. *Note: due to scheduling, this course is only available to students in the Exercise & Sports Science program.

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IB Film (HL) (AV104IB)​ [NCAA]

  • Two-year course, 1.0 credit per year, Grade 11-12, Weight 1.2

  • The IB Film course aims to develop students as proficient interpreters and makers of film texts. Through the study and analysis of film texts, and through practical exercises in film production, the film course develops students’ critical abilities and their appreciation of artistic, cultural, historical and global perspectives in film. Students examine film concepts, theories, practices and ideas from multiple perspectives, challenging their own view points and biases in order to understand and value those of others. This course culminates in the submission of large projects and a portfolio. *Note: Due to scheduling, this course is only available to students in the Communication Technology program.

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IB Visual Arts (HL) (AV204IB) [NCAA]

  • Two-year course, 1.0 credit per year, Grade 11-12, Weight 1.2

  • The IB Visual Arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with, and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts. This course culminates in the submission of large projects and a portfolio. *Note: Due to scheduling, this course is only available to students in the Commercial Arts Program.

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