Richfield High School - Aurean Yearbook (Richfield, MN)

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Physical Education Physical Education plays an important part in one's school career. At RHS Phy-Ed. is a required course for sophomores and an elective program for juniors and seniors. The Phy-Ed. program is an inschool program, meaning it is not a part of extra-curricular sports. Some elective courses are Fall Team Sports (centering around Soccer), Speedball, and Flag Football. Team Sports for the winter consisted of Volleyball and Basketball; and Spring Team Sports consisted of Softball, Track and Field, and Team Handball. These courses are offered for both boys and girls in the 11th and 12th grades. Along with the team sports another part of the Phy-Ed. Department centers around individual activities. This area includes Individualized Fitness Programming, Racket Sports, Slimnastics, Outdoor Sports, Gymnastics, and Modern Dance. Many college students in Phy-Ed. come to RHS to observe classes. 1. Business Ed. students sketch on stencils. 2. Sue Schirle employs her bookkeeping skills. 3. These first year typing students learn the basics. 4. Marita Rahlenbeck and Gail Fahey transcribe during a Business Ed. class. 5. Brian Williams takes a breather. 6. Students in Co-ed Team Sports learn the basics of badminton. 7. Craig Spencer checks his figures for Accounting. 8. These sophomores use the simulators to gain basic skills of driving. 9. The weight room is used for many Phy. Ed. classes. Driver Education Driver education was one of the most practical courses that RHS Offered. Through classroom instruction, independent study, simulation driving, and behind-the-wheel training, students learned the importance of safe driving techniques. During classroom instruction, students saw many films about various subjects such as night driving and the effects of driving while intoxicated. Students also made use of the textbook. Sportsmanlike Driving, which helped them learn more about driving. Independent Study was beneficial to the students because it allowed a variety of subjects to be covered. Simulation driving aided the students in becoming skillful at many safe-driving techniques including quick stops and skids. Behind-the-wheel training was the last step in driver education at RHS. Students learned new skills and put to practice various skills which they already know so that with practice they can soon go out and get their driver's liscence. Practicing: Physical Education, Driver Education 19

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PRACTICING Business Education Business Education classes at RHS gave students on-the-job experience and training, which required a great deal of practicing. For example, the shorthand lab consisted of speed building, skill building, and testing. Much practice was needed in order to become successful in these skills. The business machines used the most in Office Procedures and Office Education Prep were the 10-Key adding machine to solve practical problems, the IBM Executary (Transcriber), Electric Calculators, and the Key Punch. In the fourth trimester of Accounting, a new system of recording payroll was introduced. Called Pegboard Accounting, it was much easier for students to use because figures were recorded only once. The typing classes consisted of 4 trimesters of study. First trimester involved learning the basics, while the other trimesters added new skills and polished those learned previously. In the law classes simulation games were played with a computer terminal. While teaching students skills and techniques necessary in the business world, the RHS Business Education Department was able to use new methods and forms of learning to give added dimensions to classes. 18 Piacticing: Business Education

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Language Arts Some of high schools most important skills are language art skills. Language arts at RHS was both an elective and a sequential program to accomodate the many leaning and teaching styles. The high school English teachers wanted to assure a good background in language arts, so they were developing 2 new programs for the 1977-79, school year. The first is a new English program for the sophomores. The second is a diagnostic program to find students with reading disabilities. In the English program itself, many things were offered such as community resources, Guthrie performances, speakers such as Mrs. Hayes, who spoke to the sophomore classes about being blind and deaf. This was a part of the sophomores study of The Miracle Worker. Barbara Flannagan spoke to the journalism students. Athena Productions' Mary Kruase and Sue Snider entertained RHS students with Bits of the Bard. The Language Arts Department also had access to excellant films and filmstrips. RHS also offered a 3 year Honors English program. Those students involved were recommended by their junior high English teachers and remained in the group of 50 students throughout their 3 year English requirement. In tenth grade, they reviewed the basics in grammar and vocabulary. In H.E. 11, Miss Larson stressed writing skills in students papers on Our Town, Huckleberry Finn, Scarlett Letter, and Intruder in the Dust. The study of literature was the main emphasis in H.E. 12. Students can put their language arts skills to practical use through extra curricular activities such as Spotlite, Aurean, debate, speech, and drama. 20 Exprcssing: Language Arts iiutiimiiiumiiin m