This is the academic program described in Global Citizenship Academy's charter application: grades 9 through 12, core content taught in English and Spanish, honors by default, and a 4×4 block schedule with the room that AP, dual enrollment, and the Florida Seal of Biliteracy actually require. The application is under review; there is no opening date and no enrollment.
Students arrive at ninth grade from very different places — some from a dual-language middle school, some having never studied Spanish. Rather than turn that into an admission filter, the program turns it into two starting points that converge.
For students who are building Spanish proficiency. Core content is delivered with structured language support, and the Spanish sequence starts at Spanish 1 and accelerates from there.
For students who arrive with substantial academic Spanish — including graduates of middle-grades bilingual sequences. The sequence starts at Spanish 3 Honors and reaches college-level work by eleventh grade.
Spanish is not a subject bolted onto an English-language school. Core subjects are taught in both languages under a structured language-allocation plan, so that academic language is built in the place it is actually used — in the biology lab, in the document analysis, in the proof.
Students take four 90-minute courses per semester and earn eight credits per year. The block is not a scheduling preference; it is what makes the rest of the program possible.
Four courses per semester at ninety minutes each. Long enough for a lab, a seminar discussion, or an extended writing block in the second language — not a period that ends as thinking begins.
Eight credits per year across the 4×4 semester block, which creates real room in the four-year plan for AP coursework, dual enrollment, and the Spanish sequence at the same time.
A period held every day for advisement, intervention, and enrichment — where a student can be caught up, pushed ahead, or simply known by an adult who tracks their whole schedule.
The Personalization period is the load-bearing piece of the open-access commitment. A school that puts every student into honors coursework and offers no structured daily time to support them is not opening a door; it is setting a trap. The period is scheduled, staffed, and treated as instructional time — not as a study hall.
Grade 9 is shown at course level. Grades 10 through 12 are shown at course-name level, with the advanced options that the block schedule is designed to accommodate.
| Area | Grade 9 | Grade 10 | Grade 11 | Grade 12 |
|---|---|---|---|---|
| English Language Arts | English 1 Honors | English 2 Honors | English 3 Honors · AP option | English 4 Honors · AP or dual enrollment option |
| Mathematics | Algebra 1 Honors | Geometry Honors | Algebra 2 Honors | Pre-Calculus Honors · AP or dual enrollment option |
| Science | Biology 1 Honors | Chemistry 1 Honors | Physics 1 Honors | Science elective · AP or dual enrollment option |
| Social Studies | World History Honors | Social studies elective | United States History Honors · AP option | U.S. Government Honors · Economics with Financial Literacy Honors |
| Spanish — Track 9A | Spanish 1 | Spanish 2 Honors | Spanish 3 Honors | AP Spanish Language |
| Spanish — Track 9B | Spanish 3 Honors | AP Spanish Language | AP Spanish Literature | Dual enrollment Spanish |
| Arts, PE & CTE | Theatre 1 · Digital Information Technology | HOPE (Health Opportunities through Physical Education) · arts or CTE elective | Arts or CTE course sequence · electives | CTE completer or capstone · electives |
Course titles reflect the plan of study described in the charter application. Final offerings for any year depend on charter approval, staffing, enrollment, and the Florida Course Code Directory in force that year. This table is a plan, not a catalog.
The graduate profile is built around demonstrated proficiency in English and Spanish, with the Seal of Biliteracy as the standard target rather than an outlier achievement.
AP Spanish Language and AP Spanish Literature sit inside the Spanish sequence for both tracks, with AP options in the core areas that the block schedule accommodates.
College coursework through Broward College, so that students finish high school with college credit already earned — and in the full bilingual track, earned in two languages.
South Florida is the business gateway of the Americas, and biliterate graduates are its workforce. International business, healthcare, law, media, and diplomacy are conducted here in two languages every working day. A graduate who can read a contract, take a patient history, argue a case, or run a meeting in English and in Spanish enters that economy operating in its actual working conditions rather than translating into them. That is what the school's name is describing — global citizenship as a set of capabilities, not a sentiment.
The obvious objection deserves a direct answer. As AI takes over routine work and machine translation handles transactional language, work itself becomes more international — teams, clients, and markets span borders by default rather than by exception. What rises in value is precisely what translation software does not confer: genuine bicultural fluency, the ability to build trust, negotiate, lead, and read context across two languages and two cultures.
AI can translate a sentence; it cannot earn trust in two cultures. A biliterate graduate in South Florida enters that world with an advantage no application provides — which is the entire premise this school is built on.
Global Citizenship Academy is a proposed school. The charter application is with the Florida Charter School Review Commission, a decision is expected in November 2026, and there is no opening date. If you want to be told when there is news, join the interest list.