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Course Descriptions and other information provided in this guideare as complete and accurate as possible at the time of publicationand printing. For the most recent updates to this informationplease visit http://bit.ly/OCSSecondaryServices. If you havequestions, comments or concerns regarding available courses,please contact your child’s school first. You can also contact theDivision of Secondary Services – Brent Anderson, Director – (910)455-2211 ext. 20228.


TABLE OF CONTENTS

Letter from Superintendent 3Secondary School Profiles 4Purpose, Vision, Mission and Goals 5Course of Study Overview 6

How to Use This Course of Study 6Schedule Changes 6Career/Themed Academies 6Recommended Grade Classification 7Concentrated Block Curriculum Schedule 7Post-Secondary Education 7

NC Scholars/SAT Scholarship Programs 8North Carolina Testing 9Future-Ready Core & Graduation Requirements 10Personalized Academic Programs 13

Credit By Demonstrated Mastery (CDM) 13Programs for Exceptional Children 13English as a Second Language Program 13Instruction for Gifted Students 13eLearning (Online) Opportunities 13North Carolina Career Clusters 15

Course DescriptionsHigh School Courses 16

Career and Technical Education 17Agricultural Education 18Business Education 20Family and Consumer Science 22Health Occupations Education 25Marketing 27Technology Education 27Trade and Industrial Education 30

English 38Mathematics 41Science 44Social Studies 47Performing and Visual Arts 51Health and Physical Education 62World Languages 64International Baccalaureate 67Miscellaneous 71

Career & College Promise/Coastal Carolina Community College 73Cross Enrollment 79Controlled Enrollment 82

Controlled Enrollment Application Directions 84Controlled Enrollment Application 85Controlled Enrollment Intent Form 86

Driver’s License and Academic Progress 87NCHSAA Information – Athletic Eligibility 88


Onslow County Schools

Board of Education

Pamela E. Thomas, Chairman ● Brock Ridge, Vice Chairman

Jeffrey L. Brown ● Joel Churchwell ● Earl Taylor ● Paul Wiggins ● Bob Williams

Superintendent

Rick Stout

P.O. Box 99, Jacksonville, North Carolina 28541-0099

Phone (910) 455-2211 ● www.onslow.k12.nc.us

Dear Parents and Students:

In Onslow County Schools, we believe that every student should finish high school ready for college and

career. We want our students to have options and choices after graduation. In order for this to happen,

students have to take coursework that will meet post-secondary requirements and courses that will help

them develop skills that are needed for entry level positions in the workforce.

We encourage families to discuss the various opportunities available, including challenging classes like

Advanced Placement and International Baccalaureate courses, as well as career technical education courses

and arts. Onslow County School District is fortunate to be able to provide many different opportunities for

our students to build upon their own strengths and interests. This registration guide outlines available

options and can be used as a tool for discussion for families to discuss pathways to college and career

readiness.

In the registration book, you will find an overview of available courses, innovative programs, and rigorous

learning opportunities available across our seven high school campuses. Also included are the North

Carolina Graduation Requirements, offerings that address college access and credit, and a variety of career

interests and available certifications.

This course guide specifically identifies opportunities open to students for the upcoming 2016-17 school

year. It describes college-level courses provided in conjunction with Coastal Carolina Community College

that meet the College and Career Promise initiative, which allows students to potentially complete 1-2

years of college credit prior to high school graduation. Onslow County Schools gives students other

opportunities to meet graduation requirements through Advanced Placement courses, specialized

academies, career certification programs, and the North Carolina Virtual Public School.

The Onslow County School District is committed to making sure every student is prepared for college and

career. This is part of our commitment to the vision of Excellence in Education, which drives our daily

work. Please join us in making the educational experience for your child the best it can be as we prepare

our students for their future in Onslow County and our great country.

Educationally,

Rick Stout

Superintendent, Onslow County Schools

For the most updated information, visit http://OCSSecondaryServices - Page 3

HIGH SCHOOL PROFILES

Dixon High School (DHS)Principal: Steve ClarkeAssistant Principals: Jaime Bright, Kadren Davis160 Dixon School RoadHolly Ridge, NC 28445910-347-2958910-347-3932 (Fax)[email protected]://dixon.nc.och.schoolinsites.com

Jacksonville High School (JHS)Principal: Donna LynchAssistant Principals: Stacey Gillette, Colin Smith1021 Henderson DriveJacksonville, NC 28540910-989-2048910-989-2046 (Fax)[email protected]://jacksonville.nc.och.schoolinsites.com

Northside High School (NHS)Principal: Maria JohnsonAssistant Principals: Kimberly McDuffie, Brad Staley365 Commons Drive SouthJacksonville, NC 28546910-455-4868910-455-4987 (Fax)[email protected]://northside.nc.och.schoolinsites.com

Richlands High School (RHS)Principal: Darin CloningerAssistant Principals: Richard Hecht, Brenda Hermann8100 Richlands HighwayRichlands, NC 28574910-324-4191910-324-6688 (Fax)[email protected]://richlands.nc.och.schoolinsites.com

Southwest High School (SWHS)Principal: Tim FosterAssistant Principals: Michelle Baker, Janis Perozzi1420 Burgaw HighwayJacksonville, NC 28540910-455-4888910-455-3949 (Fax)[email protected]://southwest.nc.och.schoolinsites.com

Swansboro High School (SBHS)Principal: Chris AndréAssistant Principals: Matthew Lococo, Krystal Tyndall161 Queens Creek RoadSwansboro, NC 28584910-326-4300910-326-1674 (Fax)[email protected]://swansboro.nc.och.schoolinsites.com

White Oak High School (WOHS)Principal: Jane DennisAssistant Principals: David Anderson, Carla Bradshaw1001 Piney Green RoadJacksonville, NC 28546910-455-1541910-938-2302 (Fax)E–mail - [email protected]://whiteoak.nc.och.schoolinsites.com

Alternative Learning Center

Onslow County Learning Center (OCLC)Alternative School Director: Felecia WaltonP. O. Box 158941 Highway 172Hubert, NC 28539910-326-2305910-326-2208 (Fax)[email protected]://onslowcountylearning.nc.och.schoolinsites.com


ONSLOW COUNTY SCHOOLS PURPOSE, VISION, MISSION AND GOALS

PURPOSE

To educate students for a successful future.

VISION

Excellence in Education

MISSION

The Onslow County Schools Community will prepare studentsto be globally competitive leaders and responsible citizens.

GOALS

OCS-1: Every student in the Onslow County School System has a personalized education and graduates from high schoolprepared for work, further education and citizenship.

OCS-2: Every student in the Onslow County School System has excellent educators, every day.

OCS-3: The Onslow County School System has up-to-date, effective and efficient financial, business, and technologysystems to serve its students, parents and educators.

OCS-4: Every student in the Onslow County School System is healthy, safe, and responsible.

NORTH CAROLINA VISIONNorth Carolina State Board of Education

VISION

Every public school student will graduate ready for post-secondary education and work,prepared to be a globally engaged and productive citizen.

Onslow County Schools Statement of Nondiscrimination

Onslow County Schools does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programsand activities. The following person has been designated to handle inquiries regarding the non-discrimination policies: BarryCollins, Associate Superintendent, 200 Broadhurst Road, Jacksonville, NC 28540, (910) 455-2211. For further information onthe notice of non-discrimination, you may call the U.S. Department of Education, Office of Civil Rights, at 1-800-424-3481.

Las escuelas del Condado de Onslow no discriminan basados en raza, color, acionalidad, sexo, discapacidad o edad en susprogramas y actividades. La siguiente persona ha sido asignado para manejar e investigar alegaciones referebtea la politicade no discriminacion: Barry Collins, Superintendente Asociado, 200 Broadhurst Road, Jacksonville, NC 28540, (910) 455-2211.Para mas informacion sobre el aviso de no discriminacion, usted puede llamar al Departmento de Educacion de los EstadosUnidos, Oficina de Derechos Civiles, at 1-800-424-3481.


COURSE OF STUDY OVERVIEW

Students entering middle and high school make important decisions about their futures. The Onslow County SecondaryCourse of Study is a comprehensive document profiling the individual programs and courses of study at Onslow County’sseven high schools. It is an effort to provide students, parents and school professionals with an instrument to assiststudents in the selection of courses for grades 9 through 12.

The Onslow County School System believes that every student should be well-informed prior to making decisionsconcerning course and concentration selection. For that reason, this Secondary Course of Study is designed to assiststudents and parents in making their secondary school experience pleasant, informative and, most importantly, successful.Students and parents/guardians are encouraged to utilize this information while working closely with school personnel toplan a sequence of courses which will serve to meet the academic needs and accomplish the career goals of the student.Parents are strongly encouraged to take an active role and work collaboratively with school personnel in their child’sscheduling process. Teacher recommendations can also be helpful in making course selections.

This educational plan should be formulated carefully and should take into account such factors as the student’s interests,abilities, educational and career goals. The courses students select will shape the educational experiences they receiveduring their high school careers. The choice of specific courses is the critical foundation for career and post-secondarypreparation. The decisions made will have an important impact on each student’s future. In today’s highly competitive andincreasingly global economy, it is imperative that every student be equipped with the competencies needed to participatefully in a knowledge-based, technologically rich and culturally diverse society. A high-quality secondary education is thespringboard to a successful and rewarding future. By planning ahead for life’s choices, a solid foundation is built. Therefore,students are encouraged to take the choices they make regarding both middle and high school very seriously. Every studentshould strive to high standards by taking a rigorous and well-rounded course load. Students and parents/guardians alikemust realize that the high school transcript is the official record of every course taken in high school and will follow thestudent throughout their adult life.

The information contained in this Course of Study outlines graduation requirements, explains testing requirements andprovides insight into long-range career/academic planning, as well as providing a listing of high school courses offered inOnslow County schools. Please become familiar with the information in this Course of Study and utilize it to make the mostof the secondary school experience. Additional assistance in this regard is available through each school’s Guidance Office.

How to Use This Course of Study

1. Study the NC Course of Study Graduation Requirements Chart appropriate for the year you entered high school.

Look at the courses required for graduation and consider the elective course options each year.

2. Review the course descriptions section of this handbook to select the courses you need to take next year and

complete the registration process at your school.

3. Discuss your course choices and your course of study with your parent(s).

4. Based on timelines provided by your school, have your parents sign the completed Registration Form.

5. Return your signed Registration Form to your counselor/advisor for consideration.

Schedule Changes

The “North Carolina Graduation and Course of Study Requirements” mandates that you must complete a focused course ofstudy in order to graduate with a diploma. To avoid interfering with your 4-year graduation plan, schedule changes arediscouraged. Carefully analyze the consequences to your graduation plan before requesting to drop or change a course.Parent(s) permission must accompany your request for schedule changes. Class size regulations and each school’s masterschedule will limit schedule change options. By NC statute, final decisions for student placement rest with the schoolprincipal.

Career/Themed Academies

Career/Themed Academies provide focused instruction about a field of study such as health care, arts, engineering, media,education training, etc. The academies are small learning communities comprised of a group of students within the largerhigh school population who take classes together and are taught by a team of teachers from different disciplines. Studentsstudy a college preparatory curriculum with a career theme, enabling students to see relationships among academicsubjects and their application to a broad field of work. Partnerships with employers, the community, and local colleges


COURSE OF STUDY OVERVIEW

bring resources from outside the high school to improve student motivation and achievement. Additionally, manyacademies provide students with the opportunity to work toward certification in job-related areas.

Recommended Grade Classification

To be classified as a:

SOPHOMORE: A student must have earned 6 credits

JUNIOR: A student must have earned 12 credits

SENIOR: In rare instances students must have a minimum of 14 credits.

A student will be classified by individual contracts to determine the necessary credits to graduatewithin a specified program and with the minimum number of required credits.

Concentrated Block Curriculum Schedule

Onslow County Schools follows a concentrated block curriculum schedule. Students take four 90-minute period coursesduring two semesters (Fall & Spring). Students have the opportunity to earn eight units of credit during one academic year(two semesters). More credits may be earned through the utilization of extended opportunities such as NCVPS and Careerand College Promise.

Post-Secondary Education

The University of North Carolina Sixteen Constituent Universities

Appalachian State University

East Carolina University

Elizabeth City State University

Fayetteville State University

North Carolina Agriculture & Technical State University

North Carolina Central University

North Carolina School of the Arts

North Carolina State University

University of North Carolina at Asheville

University of North Carolina at Chapel Hill

University of North Carolina at Charlotte

University of North Carolina at Greensboro

University of North Carolina at Pembroke

University of North Carolina at Wilmington

Western Carolina University

Winston-Salem State University

Minimum Admission Requirements at the Sixteen Campuses of the University of North Carolina system:

Four (4) English Courses (emphasis on Literature, Composition, Grammar)

Two (2) Foreign Languages (Spanish I & II, French I & II, etc.)

Four (4) Social Studies (World History, American History I, American History II, Civics)

Three (3) Sciences (one life or biological science, one physical science and at least one laboratory science)

Four (4) Math Courses (Math I, Math II, Math III, and a mathematics course with Math III as a pre-requisite).


NC SCHOLARS/SAT SCHOLARSHIP PROGRAMS

North Carolina Scholars Program

The students who qualify for this special recognition:

will be designated by the State Board of Education asNorth Carolina Academic Scholars.

will receive a seal of recognition attached to theirdiplomas.

may receive special recognition at graduation exercisesand other community events.

may be considered for scholarships from the local andstate business/industrial community.

may use this special recognition in applying to post-secondary institutions. (Candidates are identified bythe end of grade 11 and their candidacy can beincluded in application forms and/or transcripts sentto these institutions.)

The following revised plan is effective for students who enterthe ninth grade for the first time in or after 2012-2013.

Students must:

Begin planning for the program before entering ninthgrade to ensure they obtain the most flexibility in theircourses.

Complete all the requirements of this North CarolinaAcademic Scholars Program.

Have an overall four-year unweighted grade pointaverage of 3.500.

Complete all requirements for a North Carolina highschool diploma.

Sponsors for Academic Talent, Inc. (SAT)

Since 1985, Sponsors for Academic Talent, Inc. (SAT), incooperation with Onslow County Schools, has rewarded OnslowCounty high school seniors for academic excellence. This awardincludes a recognition dinner, a trophy and a $500 or $1000scholarship. Additional information is available in the frontoffice of each High School. The criteria for receiving thisscholarship are as follows:

1. Any senior enrolled in one of the seven Onslow CountyHigh Schools who has met the requirements shall beeligible.

2. Senior must be eligible for an Academic Scholars Diploma.3. Senior has been enrolled in Onslow County Schools for at

least one full year.4. Earn a composite score of 1100 or higher on the Scholastic

Aptitude Test (SAT) in reading and math only or acombined score of 23 on the ACT.

5. Senior has a weighted GPA of 3.50 or higher.6. Senior has completed 75 (for the $500 scholarship) or 100

(for the $1000 scholarship) approved and documentedhours of community service.

There is a Sponsors for Academic Talent (SAT) coordinator ateach high school. Please contact the school office for additionalinformation if you are interested in pursuing this scholarship.

Future-Ready Core Course of Study2012-2013 and Beyond

Program Area Credits

English I, II, III, IV 4

Mathematics (should include Math I, Math II,Math III, and a higher level math course withMath III as a prerequisite OR IntegratedMathematics I, II, III, and a higher level mathcourse with Integrated Mathematics III as aprerequisite)

4

Science (Physics or Chemistry course, Biology,and an Earth/Environmental Science course)

3

Social Studies (World History, American HistoryI, American History II, Civics/Economics)

4

Health and Physical Education 1

Two (2) elective credits in a second languagerequired for the UNC System

Four (4) elective credits constituting aconcentration recommended from one of thefollowing: Career and Technical Education (CTE),JROTC, Arts Education, Second Languages, anyother subject area

6

Higher level courses taken during junior and/orsenior years which carry 5 or 6 quality pointssuch as: AP, IB, dual or college equivalentcourse, advanced CTE/CTE credentialing courses,on-line courses, other honors or abovedesignated courses

3

OR

Higher level courses taken during junior and/orsenior years which carry 5 or 6 quality pointssuch as: AP, IB, dual or college equivalentcourse, advanced CTE/CTE credentialing courses,on-line courses, other honors or abovedesignated courses, and completion of TheNorth Carolina Graduation Project (NCGP)

2

TOTAL25 or 24 +

NCGP


NORTH CAROLINA TESTING

STATE ASSESSMENTS

End-of-Course Assessments (EOC): The North Carolina Accountability Program mandates testing in all end-of-courseofferings where a state assessment is available. Students are required to take the assessment which is administered as afinal exam and counts as 25 percent of the student’s final grade. Students must take the assessment in order to receivecredit for the course. Additional information on this process may be found on the Department of Public Instruction website,www.ncpublicschools.org.

Career and Technical Education State Assessment: The Career and Technical Education Program of Studies mandates testingin all Career and Technical Education classes. Students are required to take the assessment which is administered as a finalexam and counts 25 percent of the student's final grade.

PLAN®: The PLAN® program helps 10th graders build a solid foundation for future academic and career success and providesinformation needed to address school districts' high-priority issues. It is a comprehensive guidance resource that helpsstudents measure their current academic development, explore career/training options, and make plans for the remainingyears of high school and post-graduation years. All students enrolled in PowerSchool in grade 10 will be required toparticipate in the administration of PLAN®.

ACT®: The ACT® test assesses high school students' general educational development and their ability to complete college-level work. The multiple-choice tests cover four skill areas: English, mathematics, reading, and science. The Writing Testmeasures skill in planning and writing a short essay. All students identified in PowerSchool in 11th grade will be required toparticipate in ACT®.

WorkKeys® is a job skills assessment system that helps employers select, hire, train, develop, and retain a high-performanceworkforce. WorkKeys® helps ensure that individuals are ready for work—and for life. If students are going to be adequatelyprepared for the workforce, they need to understand the requirements for jobs they are considering. WorkKeys® helpsstudents determine the skill levels required for various jobs. Students identified as completing a cluster in their senior yearare required to participate in the WorkKeys® assessment.

NC Final Exams: NC Final Exams are classroom assessments provided by the State for local use in teacher evaluation. The NCFinal exams measure what students know and are able to do after completing a course or a grade. The assessments aredesigned for core grades and subjects that are currently non-tested (i.e. non-end-of-grade and non-end-of-course subjects).Growth shown on the NC Final exams is used as part of the overall annual teacher evaluation process to determine the sixthstandard rating, as well as part of how a teacher’s overall status is determined. The NC Final Exams for high school courseswill count as 25 percent of the student’s final grade.

Advanced Placement and International Baccalaureate ExamsOnslow County high schools offer a number of Advanced Placement (AP) and International Baccalaureate (IB) courses.These courses are designed for students who are ready for the rigor of college-level work and are willing to dedicatesignificant time outside of class to be academically successful at a high level. AP/IB classes may require summer reading,after school or weekend labs and additional review sessions. Students are encouraged to begin AP/IB courses as soon intheir high school career as appropriate. Students are encouraged to take the most rigorous courses offered in their schoolsin preparation for AP/IB courses. To be granted college credit, students must sign up and pay for the College Board's AP testor the International Baccalaureate exam for each AP/IB course taken. College credit may be earned by attaining therequired scores on the national AP or International IB exams. Students should consult with their chosen college todetermine the test grade required to receive credit at that institution. Standards vary across the state and the nation.

PSATThe PSAT, a preliminary test for the SAT, offers students valuable testing experience and specific feedback on test results. Inorder to qualify for National Merit Scholarship or National Achievement, the student must take the test during the junioryear. Students are encouraged to take the PSAT in the ninth or tenth grades, study their results carefully and retake the testin the junior year.

SAT IThe SAT is a college admissions tests. Students may obtain possible SAT I administration dates through their counselingoffice. Students should consult the counseling office to receive information about SAT review opportunities. Information onthe SAT is outlined at www.collegeboard.org.

SAT IIThe SAT II is a series of tests that are required by some colleges for admission and/or placement. Students should consulttheir selected college for specific requirements.


FUTURE-READY CORE

For students entering grade 9 for the first time in 2012-2013 and beyond:

In order to graduate and receive a high school diploma, students entering grade nine for the first time in 2012-2013 andbeyond shall pass as defined in State Board of Education Policy GCS-L-004 (High School Transcript) the Future-Ready Corecourse of study, meet proficiency standards defined in State Board of Education Policy GCS-N-003, and meet local schoolboard requirements.

Note: The Occupational Course of Study is available for those students with disabilities who are specifically identified forthis program.

Courses Required State Requirements

4 sequential Englishcredits which shall be:

Starting with English I English II English III English IV

4 Mathematics creditswhich shall be either:

Math I, Math II, Math III and a fourth mathematics course to be aligned with thestudent’s post high school plans

Note: Students seeking to complete minimum application requirements for UNCuniversities must successfully complete four mathematics courses which include amathematics course with Math III as a pre-requisite.

Note: In the rare instance a principal exempts a student from the Future-Ready Coremathematics sequence, except as limited by N.C.G.S. §115C-81(b), the student will berequired to pass:

Math I and Math II plus either Alternative Mathematics I and AlternativeMathematics II or two application-based mathematics courses as determined bythe LEA

or

Math I and Math III plus either Alternative Mathematics I and AlternativeMathematics II or two application-based mathematics courses as determined bythe LEA

3 Science credits whichshall be:

an Earth/Environmental science course Biology a physical science course (Physical Science, Chemistry or Physics)

4 Social Studies creditswhich shall be:

World History American History I* American History II* American History: The Founding Principles, Civics and Economics

*AP US History may be substituted for American History I & II and an additional SocialStudies course must be taken to fulfill graduation requirements.

Note: Potential IB students need to contact school counselors for Social Studiesrequirements.

1 Health and PhysicalEducation credit

Health and PE Course


FUTURE-READY CORE

2 Elective credits of anycombination from either:

a. Career and Technical Education (CTE) orb. Arts Education orc. World Language (Credits in the same world language or demonstration of

proficiency in a language other than English as determined by the LEA. Minimumapplication requirements for UNC university require students to pass two years of aworld language)

Note: For clarification, possible elective combinations may include: 2 World Language credits; or 1 CTE credit and 1 Arts Education credit; or 2 CTE credits; or 1 Arts Education Credit and 1 Second Language credit; or Other (combinations from a, b, and c).

4 Elective credits (four-course concentrationrecommended from one ofthe following):

JROTC Education Training Arts Education (e.g., Dance, Music, Theater Arts, Visual Arts) Any other subject area or cross-disciplinary courses (e.g., Mathematics, Science,

Social Studies, English, Physical Education, World Language, Advanced Placement,International Baccalaureate, AVID, Career & College Promise).

Career and Technical Education (CTE): In Onslow County, a completer (advanced)course is required for a CTE cluster.

CardiopulmonaryResuscitation (CPR)

As part of the FUTURE-READY CORE COURSE OF STUDY, House Bill 837 G.S. 115c-81 requiresthat instruction in cardiopulmonary resuscitation (CPR) be included in the North CarolinaGraduation Requirement of a Health and Physical Education credit for students entering 9thgrade in 2011-2012 and later.


Future-Ready Core Course and Credit Requirements Checklist *For Ninth Graders Entering in 2012-13 and Beyond

ENGLISH(4 Credits)

English I

COMPLETED

English II

COMPLETED

English III

COMPLETED

English IV

COMPLETED

MATHEMATICS(4 Credits)

Math I

COMPLETED

Math II

COMPLETED

Math III

COMPLETED

1 Credit (Course w/Math IIIas a Prerequisite)

COMPLETED

SCIENCE(3 Credits)

An Earth/EnvironmentalScience

COMPLETED

Biology

COMPLETED

A physical science course(Physical Science, Chemistry, Physics)

COMPLETED

SOCIAL STUDIES(4 Credits)

World History

COMPLETED

American History I

COMPLETED

American History II

COMPLETED

Civics & Economics

COMPLETED

World History

COMPLETED

Social Studies Elective***

COMPLETED

AP US History***

COMPLETED

Civics & Economics

COMPLETED

World History

COMPLETED

Civics & Economics

COMPLETED

IB History of the Americas

COMPLETED

IB 20th Century

COMPLETED

HEALTH & PHYSICALEDUCATION(1 Credit)

1 Credit

COMPLETED

ELECTIVES OF OTHERREQUIREMENTS(6 Credits)

2 Elective credits of anycombination from either:

Career and Technical Education (CTE)

Arts Education

World Language

4 Elective credits (four course concentration) strongly recommended from one ofthe following:

JROTC

Education Training

Arts Education (e.g., Dance, Music, Theater Arts, Visual Arts)

Any other subject area or cross-disciplinary courses (e.g., Mathematics,

Science, Social Studies, English, Physical Education, World Language, Advanced

Placement, International Baccalaureate, AVID, Career & College Promise.)

Career and Technical Education (CTE): In Onslow County, a completer

(advanced) course is required for a CTE Cluster.

1 CreditCOMPLETED

1 CreditCOMPLETED

1 CreditCOMPLETED

1 CreditCOMPLETED

1 CreditCOMPLETED

1 CreditCOMPLETED

WORLD LANGUAGE

Not required for graduation. A two credit minimum in the same language is required for admission to a university in theUNC system.

COMPLETED

ADDITIONALGRADUATIONREQUIREMENTS

Graduation Project COMPLETED

CPR COMPLETED

TOTAL 22 TOTAL CREDITS PLUS ANY LOCAL REQUIREMENTS

* State course and credit requirements may be one of several requirements students may need to meet in order to receive a high school diploma. Local districts and schools may imposeadditional graduation requirements. Students are encouraged to meet with their school counselors to make sure they are on track to earn a high school diploma.

** A student, in rare instances, may be able to take an alternative math course sequence as outlined under State Board of Education policy. Please see your school counselor for more details.

*** A student who takes AP US History instead of taking American History I and American History II must also take an additional social studies course in order to meet the four requirements.

PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction

Inquiries or complaints regarding discrimination issues should be directed to: Dr. Rebecca Garland, Chief Academic Officer :: Academic Services and Instructional Support6368 Mail Service Center, Raleigh, NC 27699-6368 :: Telephone: (919) 807-3200 :: Fax: (919) 807-4065


PERSONALIZED ACADEMIC PROGRAMS

Credit by Demonstrated Mastery (CDM)

In Onslow County Schools, Credit by Demonstrated Mastery (CDM) allows students to show deep understanding of content and processesin most high school courses. CDM is for students who have mastery over all or the vast majority of course content prior to receivinginstruction. This understanding will be shown through a multi-phase process which will include an examination and a product. Studentwork on each element will be assessed to determine if it reaches the level necessary to receive course credit. Students who demonstratemastery will receive course credit, but not grade points. Students may only attempt CDM for a course one time. CDM should informscheduling for upcoming semesters or school years. Students and families should carefully consider the long term scheduling implicationswhen considering CDM. High school courses offered at the middle school level can also be considered for CDM. Students and familiesinterested in CDM should contact their school counselor. For more information regarding CDM in Onslow County please visithttp://academicinnovation.weebly.com/cdm.html.

Programs for Exceptional Students

Exceptional students are students who are eligible for services under IDEA with at least one of 14 disabilities. A multi-disciplinary teamdevelops an Individual Education Plan (IEP) for identified students to ensure access to the general curriculum and progress in targeted goalareas. A free and appropriate education must be provided in the least restrictive environment. A continuum of placements must beavailable, to include regular, resource, separate class, separate school, and hospital/homebound settings. The vast majority of exceptionalstudents follow the standard course of study with needed modifications and accommodations, but the most significantly impacted studentsfollow an adaptive curriculum.

English as a Second Language Program

The English as a Second Language (ESL) Program helps ensure that “students identified as limited English proficient (LEP) attain Englishproficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and studentacademic achievement standards as all students are expected to meet.” (No Child Left Behind Act of 2001). ESL services are available to anystudent who is enrolled in an Onslow County school (grades K-12) and who has been assessed and identified as limited English proficient.

Instruction for Gifted Students

Students are often identified as Academically or Intellectually Gifted (AIG) during the elementary school years. However, screening, testing,and identification for gifted can be requested at any grade level through middle and high school. Curricula for the highest ability studentsfollows the NC Standard Course of Study, however a variety of differentiation techniques are utilized in order to meet the needs of giftedstudents. A gifted student receives guidance regarding the courses that will best meet his/her area of giftedness. This plan is referred to asthe Differentiated Education Plan (DEP) and is to be updated annually with the input of teachers, parents, and the student. Coursework isone way that content is differentiated for gifted students. Gifted children are encouraged to take courses that will challenge their academicpotential at the Honors, Advanced Placement (AP), and/or International Baccalaureate (IB) level. Students are also encouraged to enroll inchallenging Career and Technical Education (CTE) programs of study as they align with students’ future plans. Gifted Specialists and schoolcounselors provide services and counseling which specifically address the social and emotional needs of gifted children. This may take theform of different ways of learning content or modified products that demonstrate mastery of content. In addition, gifted specialists andcounselors seek the meet the social and emotional needs of gifted students through individual and small group counseling as needed.

At the middle and high school level, enrichment opportunities can also be a way to reach the needs of gifted students. AIG students areencouraged to apply for and take advantage of opportunities such as Odyssey of the Mind, the Science and Engineering Fair, Battle of theBooks, and others. Programs such as the North Carolina Governor’s School, the North Carolina School of Science and Math, SummerVentures, and advanced coursework through North Carolina Virtual Public School can also be resources to meet the varied needs of giftedlearners. It is the belief of Onslow County Schools that gifted students are gifted all day, every day and therefore instruction must bemodified in all courses to challenge gifted students.

eLearning (Online) Opportunities

North Carolina Virtual Public School (NCVPS)

The NCVPS provides courses that students are unable to take at their local school and those that augment a student’s local school’s programof study. For example, a student may wish to take an AP course the local school does not offer. Another student may want to completethe remaining requirement for graduation this semester yet the course needed at the student’s school is already full this semester. Anotherstudent may be home bound or hospital bound due to illness or injury and wish to remain on schedule to graduate on time. Yet anotherstudent may wish to graduate from high school in three years.

All courses will be taught by a certified teacher in the subject certified to teach in North Carolina. NCVPS will award final credit. That creditwill be transferred back to the school for placement on the student’s transcript.

Students (and their parents/guardians) interested in enrolling in an online course should become familiar with the information and coursecatalog found on the NCVPS website: www.ncvps.org. An eLearning (online) environment requires that students be personally responsiblein terms of meeting deadlines, be independently motivated, possess proficient reading, writing and computer skills and have an organizedapproach to study.



Students must be enrolled in a minimum of two courses on an Onslow County School System campus in order to be eligible to enroll in anNCVPS course.

Contact a school counselor for enrollment policies and procedures. Administrative approval is required prior to enrollment in NCVPScourses.

North Carolina School of Science and Mathematics (NCSSM)

The Onslow County School System will be offering our students a selection of Interactive Video-Conference (IVC) courses provided by theNCSSM. The IVC courses are advanced opportunities in mathematics, science, humanities and supplement the school offerings. See yourschool’s School Counselor for more information.

Both of these eLearning opportunities are tuition-free to North Carolina public school students.

OnslowView – Onslow Online Course Network

Part of our Digital Learning Platform, OnslowView is a district-wide tele-presence system that allows for interactive video-conferencing anddistance education opportunities within the county. During the 2014-2015 school year, the OnslowView system was used by SwansboroHigh School to offer French for students across Onslow County schools. This interactive video system, along with Edmodo, allowed studentsto be a part of the class without having to leave their home school.

For the 2016-17 school year, course offerings through the Onslow Online Course Network will be expanded to include:

School Online Offering*:

Dixon High TBD

Jacksonville High Music Theory-Advanced Placement and Current Affairs and Issues-Honors

Northside High TBD

Richlands High Computer Science Principles-Advanced Placement

Southwest High Art of Science

Swansboro High French I, II, III, IV

White Oak High United States Government and Politics-Advanced Placement

*Online course offerings are based on student enrollment. Class sizes will be limited to approximately 25 students – this includes both face-to-fact and online students. More information about these classes can be found in the High School Course Descriptions.



North Carolina Career Clusters – Career and Technical EducationBeginning with the freshman class of 2009-2010, North Carolina students must meet Future Ready Core graduation requirements. Theserequirements encourage students to use their four required elective credits to complete a concentration in an area of special interest suchas Career and Technical Education (CTE) by earning at least four credits in a discipline, including one at an advanced level.

To qualify as a CTE concentrator for graduation and for federal reporting purposes, students must earn four credits within one of the 16Career Clusters. Each Career Cluster is made up of multiple related pathways, which are sub-groupings of occupations/career specialtiesthat require a set of common knowledge and skills for career success. Each pathway contains multiple specific occupations/careerspecialties.

Students will work with their Career Development Facilitator, school counselor or CTE teacher to determine which courses can help themfocus on career interests and postsecondary goals. Students choose at least three technical credits from the Foundational courses withinthe Career Cluster. Their fourth technical credit can be either a Foundational or an Enhancement course. Students must select courses thatwork together to prepare them for careers or further education. At least one of the Foundational technical credits must be at the completerlevel. Completer courses, identified with an asterisk on the accompanying charts, are considered to be at the capstone level. Completercourses appear in only one cluster. Enhancement courses can be from any program area within the cluster.

Courses that can be taught in more than one program area are listed in the area that has primary responsibility for that content.

Students are encouraged to take additional technical credits beyond the four-credit requirement to qualify as a concentrator. Studentsshould work with their Career Development Facilitator or school counselor to determine which additional courses are most appropriatebased on their career interests and postsecondary goals.

Each school has been provided with a copy of the current CTE Career Clusters that are available in the State of North Carolina. Individualschools have developed a specific list of courses that are available to their students. Each school has developed this school-specific clusterdocument to assist in the registration process which will be distributed to students. Students can consult their Career DevelopmentFacilitator or school counselor to assist in their CTE Career Cluster course selections. To view specific courses available at each high schoolfor each cluster, please visit http://bit.ly/OCSCareerClusters2016-2017.

The following Career & Technical Education Clusters are available in the Onslow County School System:

Onslow County SchoolsCareer & Technical Education Cluster

Clusters Offered at:

DHS JHS NHS RHS SBHS SWHS WOHS

Agriculture, Food & Natural Resources X X X X X X X

Architecture & Construction X X X X X X

Arts, A/V Technology & Communications X X X X

Business Management & Administration X X X X X X X

Health Science X X X X X X X

Hospitality & Tourism X X X X X X X

Human Services X X

Information Technology X X X X X X X

Law, Public Safety, Corrections & Security X

Manufacturing X X

Marketing X X X

Science, Technology, Engineering & Mathematics (STEM) X X X X X

Transportation X

To view specific courses available at each high school for each cluster, please visit http://bit.ly/OCSCareerClusters2016-2017.


HIGH SCHOOL COURSE DESCRIPTIONS

HIGH SCHOOL COURSE DESCRIPTIONS CONTAIN THE FOLLOWING INFORMATION:

Course Name – Name of the course as assigned by the state.

Course Code – Number assigned to the course by the state through the PowerSchool system.

Fee – Course fee, if applicable. Fees for classes are determined by the Onslow County Board ofEducation.

Offered at – Listing of schools offering that particular course.

Grade(s) – All appropriate grade levels for students who may want to enroll in the course are listed.Check schools for course offerings. Final course availability at each high school is established basedupon actual enrollment and these offerings are subject to change.

Prerequisite/Recommendation – Prerequisites represent a required enrollment sequence or processfor course preparedness. Recommendations represent a suggested enrollment sequence or processfor course preparedness. Recommendations are listed only when applicable to the course.

Course Description – Course titles are listed alphabetically and contain a brief statement of the coursedescription. In some cases, courses may be listed in sequence order, instead of alphabetically.

Course Descriptions and other information provided in this guide are ascomplete and accurate as possible at the time of publication and printing.For the most recent updates to this information please visithttp://bit.ly/OCSSecondaryServices. If you have questions, comments orconcerns regarding available courses, please contact your child’s schoolfirst. You can also contact the Division of Secondary Services – BrentAnderson, Director – (910) 455-2211 ext. 20228.


CAREER AND TECHNICAL EDUCATION

The mission of Career and Technical Education (CTE) is to empower students to be successful citizens, workers, and leadersin a global economy. CTE programs are designed to contribute to the broad educational achievement of students, includingbasic skills, as well as their ability to work independently and as part of a team, think creatively and solve problems, and utilizetechnology in the thinking and problem-solving process.

Career and Technical Education fulfills an increasingly significant role in school reform efforts. Students who concentrate in aCTE area, earning at least four related technical credits and meeting other criteria, are better prepared for the furthereducation and advanced training required to be successful in 21st century careers.

In the Onslow County School System, competency-based courses are offered in the following program areas:

Agricultural Education provides students with the opportunity to participate in an integrated educational model that focusesstudents on careers in the food, fiber and environmental systems.

Business and Information Technology Education plays a major role in preparing a competent, business-literate, and skilledworkforce. This program is designed to integrate business and information technology skills into the middle and high schoolcurriculum.

Career Development Education is a process that involves students, parents, teachers, counselors, and the community. Thegoal is to help students make good decisions about themselves and their future.

Family and Consumer Sciences Education prepares students for careers working with individuals and families, as well as forcompetence in the work of their own families. The concept of work, whether in a family or career, is central to the programarea.

Health Occupations Education program seeks to meet present and predicted needs for health care workers within a healthcare delivery system that is characterized by diversity and changing technologies. It is a program that recruits qualified andmotivated students and prepares them for pursuit of appropriate health careers.

Marketing Education prepares students for advancement in marketing and management careers and future studies incommunity and technical colleges or four-year colleges or universities. It encompasses activities within production, as wellas aspects of consumption.

Technology Education helps students develop an appreciation and fundamental understanding of technology through thestudy and application of materials, tools, processes, inventions, structures and artifacts of the past and present.

Trade and Industrial Education is a secondary program that provides students the opportunity to advance in a wide range oftrade and industrial occupations. They are prepared for initial employment, further education at the community college oruniversity lever, and/or business ownership.

CTE ADVANCED STUDIES

Course Code: CS952X0C Fee (if applicable): n/a

Offered at: All High Schools Grade(s): 12

Prerequisite: Two technical credits in one Career Cluster

This culminating course is for seniors who have earned twotechnical credits, one of which is a completer course, in oneCareer Cluster. The Advanced Studies course must augmentthe content of the completer course and prepare students forsuccess in transitioning to postsecondary education andfuture careers. Students work under the guidance of ateacher with expertise in the content of the completer coursein collaboration with community members, businessrepresentatives, and other school-based personnel. The fourparts of the course include writing a research paper,producing a product, developing a portfolio, and delivering apresentation. Students demonstrate their abilities to use 21stcentury skills. DECA (an association for Marketing Educationstudents), Future Business Leaders of America (FBLA), FFA,Family, Career and Community Leaders of America (FCCLA),

Health Occupations Students of America (HOSA), SkillsUSA,and Technology Student Association (TSA) competitiveevents, community service, and leadership activities providethe opportunity to apply essential standards and workplacereadiness skills through authentic experiences. This coursemeets the requirements for the Graduation Project.

CAREER MANAGEMENT

Course Code: CC452X0C Fee (if applicable): n/a

Offered at: DHS, JHS, NHS, SWHS,WOHS

Grade(s): 9,10,11,12

Prerequisite: None

This course prepares students to locate, secure, keep, andchange careers. Emphasis is placed on self-assessment ofcharacteristics, interests, and values; education and careerexploration; evaluation of career information and creation ofa career plan. Based on the National Career DevelopmentGuidelines, skills learned in this course include, but are not



limited to communications, interpersonal skills, problemsolving, personal management and teamwork. Englishlanguage arts are reinforced. Work-based learning strategiesappropriate for this course include business/industry fieldtrips, internships, job shadowing, and service learning.Student participation in Career and Technical StudentOrganization, (CTSO) competitive events, community service,and leadership activities provide the opportunity to applyessential standards and workplace readiness skills throughauthentic experiences.

CTE INTERNSHIP



Prerequisite: Application, teacher recommendation, andparental approval. Transportation is student’s responsibility.Background check/drug screening may be required atstudent cost. TB screening required for childcare and mostmedical placements.

A CTE Internship allows for additional development of careerand technical competencies within a general career field.Internships allow students to observe and participate in dailyoperations, develop direct contact with job personnel,investigate particular careers, and perform certain job tasks.This activity is exploratory and allows the student to gethands-on experience in a number of related activities. TheCareer Development Facilitator, intern, and the businesscommunity jointly plan the organization, implementation,and evaluation of an internship, regardless of whether it is anunpaid or paid internship. Required activities include 15 hoursof classroom instruction, online assignments, and 100 hoursof documented on the job work experience and journal.Internships may be eligible for CTE concentration credit.

***(Applications must be submitted to the CareerDevelopment Facilitator (CDF) during the registrationprocess)

PROJECT MANAGEMENT I


Offered at: JHS, SWHS Grade(s): 9,10,11,12

Prerequisite: None

This course will introduce students to the principles,concepts, and software applications used in the managementof projects. Through project-based learning, students willunderstand how to use the framework of initiating, planning,executing, monitoring and controlling, and closing a project inauthentic situations. Art, English language arts, andmathematics are reinforced. Work-based learning strategiesappropriate for this course include cooperative education,This course will introduce students to the principles,concepts, and software applications used in the managementof projects. Through project-based learning, students willunderstand how to use the framework of initiating, planning,executing, monitoring and controlling, and closing a project inauthentic situations. Art, English language arts, andmathematics are reinforced. Work-based learning strategies

appropriate for this course include cooperative education,entrepreneurship, internship, mentorship, school-basedenterprise, service learning, and job shadowing.Apprenticeship is not available for this course. DECA (anassociation for Marketing Education students), FutureBusiness Leaders of America (FBLA), FFA, Family, Career andCommunity Leaders of America (FCCLA), SkillsUSA, andTechnology Student Association (TSA) competitive events,community service, and leadership activities provide theopportunity entrepreneurship, internship, mentorship,school-based enterprise, service learning, and job shadowing.Apprenticeship is not available for this course. DECA (anassociation for Marketing Education students), FutureBusiness Leaders of America (FBLA), FFA, Family, Career andCommunity Leaders of America (FCCLA), SkillsUSA, andTechnology Student Association (TSA) competitive events,community service, and leadership activities provide theopportunity to apply essential standards and workplacereadiness skills through authentic experiences.

AGRICULTURAL EDUCATION

AGRICULTURAL MECHANICS I

Course Code: AS312X0C Fee (if applicable): $5

Offered at: RHS Grade(s): 10,11,12

Prerequisite: None

This course develops knowledge and technical skills in thebroad field of agricultural machinery, equipment, andstructures. The primary purpose of this course is to preparestudents to handle the day-to-day problems, accidents, andrepair needs they will encounter in their chosen agriculturalcareer. Topics include agricultural mechanics safety,agricultural engineering career opportunities, hand/powertool use and selection, electrical wiring, basic metal working,basic agricultural construction skills related to plumbing,concrete, carpentry, welding, and leadership development.Skills in physics, geometry, and algebra are reinforced in thiscourse. Work-based learning strategies appropriate for thiscourse are agriscience projects, field trips, job shadowing, andsupervised agricultural experience. Supervised agriculturalexperience programs and FFA leadership activities areintegral components of the course and provide manyopportunities for practical application.

AGRICULTURAL MECHANICS II–SMALL ENGINES

Course Code: AS332X0C Fee (if applicable): $5

Offered at: RHS Grade(s): 11,12

Prerequisite: Agricultural Mechanics I

This course provides hands-on instruction in small enginesystems including the compression, fuel, electrical, coolingand lubrication systems. Troubleshooting methods areemphasized. In addition, students learn how to select enginesfor specific applications. Materials will be covered to preparestudents for the Master Service Technician Exam.



Opportunities exist for students to conduct internships orapprenticeships as small engine technicians.

AGRISCIENCE APPLICATIONS

Course Code: AU102X0C Fee (if applicable): $5

Offered at: RHS, WOHS Grade(s): 9,10,11,12

Prerequisite: None

This course focuses on integrating biological/physicalsciences with technology as related to the environment,natural resources, food production, science, and agribusiness.Topics of instruction include agricultural awareness andliteracy, employability skills and introduction to all aspects ofthe total agricultural industry. English language arts,mathematics, and science are reinforced. Work-basedlearning strategies appropriate for this course areapprenticeship, cooperative education, mentorship, school-based enterprise, service learning, job shadowing, andsupervised agricultural experience. FFA competitive events,community service, and leadership activities provide theopportunity to apply essential standards and workplacereadiness skills through authentic experiences.

ANIMAL SCIENCE I

Course Code: AA212X0C Fee (if applicable): $5

Offered at: JHS, RHS, WOHS Grade(s): 10,11,12

Prerequisite: None

This course focuses on the basic scientific principles andprocesses that are involved in animal physiology, breeding,nutrition, and care in preparation for an animal science careermajor. Topics include animal diseases, introduction to animalscience, animal nutrition, animal science issues, careeropportunities, and animal evaluation. Skills in biology,chemistry, and algebra are reinforced in this course. Work-based learning strategies are agriscience projects,internships, and supervised agricultural experience. FFAleadership activities provide many opportunities for practicalapplication of instructional competencies.

*Course enrollment limited to 20 to ensure safety inlaboratory settings.

ANIMAL SCIENCE II-SMALL ANIMAL


Offered at: JHS, RHS, WOHS Grade(s): 11,12

Prerequisite: Animal Science I

Honors credit is available-AA235X0C

This course provides instruction on animal husbandry topicsrelated to small animals that are served by a veterinarian.Content related to the breeding, grooming, care andmarketing of animals that fit into this category will be coveredthrough this course. Opportunities for students to gain hands-on experience will be included in the course and reinforcedthrough work-based learning and leadership experiences.

HORTICULTURE I

Course Code: AP412X0C Fee (if applicable): $5

Offered at: JHS, RHS Grade(s): 10,11,12

Prerequisite: None

This course provides instruction in the broad field ofhorticulture with emphasis on the scientific and technicalknowledge required for a career in horticulture. Topicsinclude plant growth and development, plant nutrition,media selection, basic plant identification, pest management,chemical disposal, customer relations, career opportunities,and leadership development. Skills in biology, chemistry, andalgebra are reinforced in this course. Work-based learningstrategies include agriscience projects, internships, andsupervised agricultural experience. FFA leadership activitiesprovide many opportunities for practical application ofinstructional competencies.

HORTICULTURE II

Course Code: AP422X0C Fee (if applicable): $5

Offered at: JHS, RHS Grade(s): 11,12

Prerequisite: Horticulture I

Honors credit is available-AP425X0C

This course emphasizes advanced scientific computations andcommunication skills needed in the horticulture industry.Topics include greenhouse plant production andmanagement, bedding plant production, watering systems,light effects, basic landscape design, installation andmaintenance, lawn and turf grass management, careerplanning, and leadership/personal development. Skills inbiology, chemistry, and algebra are reinforced in this class.Work-based learning strategies include agriscience projects,cooperative education, apprenticeships, and supervisedagricultural experience. FFA leadership activities providemany opportunities for practical application of instructionalcompetencies.

VETERINARIAN ASSISTING


Offered at: JHS Grade(s): 11,12

Prerequisite: Animal Science I, Animal Science II-SmallAnimal

Recommendation: Student must have recommendation ofAgriculture Teacher.

This course focuses on instruction for students desiring acareer in animal medicine. Topics include proper veterinarypractice management and client relations, pharmacy andlaboratory procedure, enhancement of animal care learned inprevious animal courses, and surgical/radiologicalprocedures. Advanced FFA leadership will be infusedthroughout the curriculum to develop the student's ability towork with the public. All aspects of this course will havehands-on skill sets that will be enforced with a total of 500(200 laboratory/classroom hands-on hours and 300 under thesupervision of a licensed veterinarian or certified veterinarytechnician) working in animal medicine throughout all animal



courses in high school. The students will complete the skillsand have them checked off during the 1-3 year(s) of highschool. Applied mathematics, science, writing, and skill setsare integrated throughout the curriculum.

Students will learn the material in order to be prepared forthe Veterinary Assisting exam developed by the TexasVeterinary Medical Association. With successful completionof the exam and hours, students will be able to be a CertifiedVeterinary Assistant (CVA) Level 1.

BUSINESS EDUCATION

ACCOUNTING I

Course Code: BA102X0C Fee (if applicable): $15

Offered at: JHS Grade(s): 10,11,12

Prerequisite: None

This course is designed to help students understand the basicprinciples of the accounting cycle. Emphasis is placed on theanalysis and recording of business transaction, preparationand interpretation of financial statements, accountingsystems, banking and payroll activities, basic types ofbusiness ownership, and an accounting career orientation.Mathematics skills and critical thinking are reinforced. Work-based learning strategies are school-based enterprises,internships, cooperative education, and apprenticeship. Inaddition to simulations, projects, and teamwork, FBLAleadership activities, meetings, conferences, andcompetitions provide opportunities for application ofinstructional competencies.

ACCOUNTING II

Course Code: BA205X0C Fee (if applicable): $15


Prerequisite: Accounting I

Honors credit is available-BA205X0C

This course is designed to provide students with anopportunity to develop in-depth knowledge of accountingprocedures and techniques utilized in solving businessproblems and making financial decisions. Emphasis includespartnership accounting, adjustments and inventory controlsystems, budgetary control systems, cost accounting, andfurther enhancement of accounting skills. Mathematics skillsand critical thinking are reinforced. Work-based learningstrategies are school-based enterprise, internships,cooperative education, and apprenticeships. Simulations,projects, teamwork, and FBLA leadership activities, meetings,conferences, and competitions provide opportunities forapplication of instructional competencies.

BUSINESS FINANCIAL PLANNING

Course Code: BF202X0C Fee (if applicable): $15

Offered at: JHS Grade(s): 10,11,12

Prerequisite: Principles of Business and Finance

This course expands student understanding of finance as it isimpacted by globalization, convergence and consolidation,technological innovation, and increased regulation.Accounting and financial services including banking,insurance, and securities and investments are emphasizedthroughout the course. English language arts andmathematics are reinforced. Work-based learning strategiesappropriate for this course include cooperative education,entrepreneurship, internship, mentorship, school-basedenterprise, service learning, and job shadowing.Apprenticeship is not available for this course. FutureBusiness Leaders of America (FBLA) competitive events,community service, and leadership activities provide theopportunity to apply essential standards and workplacereadiness skills through authentic experiences.

BUSINESS LAW

Course Code: BB302X0C Fee (if applicable): $15

Offered at: JHS, SBHS Grade(s): 10,11,12


This course is designed to acquaint students with the basiclegal principles common to all aspects of business andpersonal law. Business topics include contract law, businessownership including intellectual property, financial law, andnational and international laws. Personal topics includemarriage and divorce law, purchasing appropriate insurance,renting and owning real estate, employment law, andconsumer protection laws. Social studies and Englishlanguage arts are reinforced. Work-based learning strategiesappropriate for this course include apprenticeship,internship, and job shadowing. Apprenticeship andcooperative education are not available for this course.Future Business Leaders of America (FBLA) competitiveevents, community service, and leadership activities providethe opportunity to apply essential standards and workplacereadiness skills through authentic experiences.

BUSINESS MANAGEMENT

Course Code: BB402X0C Fee (if applicable): $15

Offered at: SBHS Grade(s): 10,11,12


This course expands student understanding of management,including customer relationship management, humanresources management, information management,knowledge management, product-developmentmanagement, project management, quality management,and strategic management. Economics, finance, andprofessional development are also stressed throughout thecourse. English language arts are reinforced. Work-basedlearning strategies appropriate for this course includecooperative education, entrepreneurship, internship,



mentorship, school-based enterprise, service learning, andjob shadowing. Apprenticeship is not available for this course.Future Business Leaders of America (FBLA) competitiveevents, community service, and leadership activities providethe opportunity to apply essential standards and workplacereadiness skills through authentic experiences.

ENTREPRENEURSHIP I

Course Code: ME112X0C Fee (if applicable): $15

Offered at: DHS, JHS, NHS, RHS,SBHS, SWHS

Grade(s): 11,12

Prerequisite: Marketing or Personal Finance or Principles ofBusiness and Finance

In this course students evaluate the concepts of going intobusiness for themselves and working for or operating a smallbusiness. Emphasis is on the exploration of feasible ideas ofproducts/services, research procedures, business financing,marketing strategies, and access to resources for starting asmall business. Students develop components of a businessplan and evaluate startup requirements. English language artsand social studies are reinforced. Work-based learningstrategies appropriate include cooperative education,entrepreneurship, internship, mentorship, school-basedenterprise, service learning, and job shadowing.Apprenticeship is not available for this course. DECA (anassociation for Marketing Education students) and FutureBusiness Leaders of America (FBLA) competitive events,community service, and leadership activities provide theopportunity to apply essential standards and workplacereadiness skills through authentic experiences.

ENTREPRENEURSHIP II

Course Code: ME122X0C Fee (if applicable): $15

Offered at: JHS, NHS, SBHS Grade(s): 12

Prerequisite: Entrepreneurship I

In this course students develop an understanding of pertinentdecisions to be made after obtaining financing to open a smallbusiness. Students acquire in-depth understanding ofbusiness regulations, risks, management, and marketing.Students develop a small-business management handbook.English language arts and social studies are reinforced. Work-based learning strategies appropriate include cooperativeeducation, entrepreneurship, internship, mentorship, school-based enterprise, service learning, and job shadowing.Apprenticeship is not available for this course. DECA (anassociation for Marketing Education students) and FutureBusiness Leaders of America (FBLA) competitive events,community service, and leadership activities provide theopportunity to apply essential standards and workplacereadiness skills through authentic experiences.

MICROSOFT EXCEL AND ACCESS

Course Code: BM202X0C Fee (if applicable): $15

Offered at: All High Schools Grade(s): 9,10,11,12

Prerequisite: None

Recommendation: Keyboarding Skill - defined as a minimumof 35 words per minute with errors corrected; format fromrough draft copy of an announcement, memorandum,personal business letter, and unbound report; and exhibitproper keyboarding techniques.

Students in Microsoft IT Academies benefit from world-classMicrosoft curriculum and cutting-edge software tools totackle real-world challenges in the classroom environment.The first part of the class is designed to help you use thenewest version of Microsoft Excel interface, commands, andfeatures to present, analyze, and manipulate various types ofdata. Students will learn to manage workbooks as well as howto manage, manipulate, and format data. In the second partof the class students will learn how to create and work with adatabase and its objects by using the new and improvedfeatures in the newest version of Microsoft Access. Studentswill learn how to create, modify, and locate information aswell as how to create programmable elements and share anddistribute database information. Work-based learningstrategies appropriate for this course include cooperativeeducation, internship, service learning, and job shadowing.FBLA competitive events, community service, and leadershipactivities provide the opportunity to apply essential standardsand workplace readiness skills through authenticexperiences. This course can help prepare students for theMicrosoft Office Specialist (MOS) in Excel and/or Access.

MICROSOFT WORD AND POWERPOINT

Course Code: BM102X0C Fee (if applicable): $15


Prerequisite: None

Recommendation: Keyboarding Skill - defined as a minimumof 35 words per minute with errors corrected; format fromrough draft copy of an announcement, memorandum,personal business letter, and unbound report; and exhibitproper keyboarding techniques.

Students in Microsoft IT Academies benefit from world-classMicrosoft curriculum and cutting-edge software tools totackle real-world challenges in the classroom environment. Inthe first part, students will learn to use the newest version ofMicrosoft Word interface, commands, and features to create,enhance, customize and share documents as well as createcomplex documents and publish them. In the second part,students will learn to use the newest version of MicrosoftPowerPoint interface, commands, and features to create,enhance, customize and deliver presentations. In the lastpart, students will learn to use the basic features of thenewest version of Publisher to create, customize, and publisha publication. Work-based learning strategies appropriate forthis course include cooperative education, internship, servicelearning, and job shadowing. FBLA competitive events,community service, and leadership activities provide the



opportunity to apply essential standards and workplacereadiness skills through authentic experiences. This coursecan help prepare students for the Microsoft Office Specialist(MOS) in Word and/or PowerPoint.

MULTIMEDIA AND WEBPAGE DESIGN

Course Code: BD102X0C Fee (if applicable): $15


Prerequisite: Microsoft Word and PowerPoint

This revised course focuses on desktop publishing, graphicimage design, computer animation, virtual reality,multimedia production, and webpage design.Communication skills and critical thinking are reinforcedthrough software applications. Work-based learningstrategies appropriate for this course include cooperativeeducation, internship, school-based enterprise, servicelearning, and job shadowing. FBLA competitive events,community service, and leadership activities provide theopportunity to apply essential standards and workplacereadiness skills through authentic experiences.

PERSONAL FINANCE



Prerequisite: None

This course prepares students to understand economicactivities and challenges of individuals and families, the roleof lifestyle goals in education and career choices, proceduresin a successful job search, financial forms used in independentliving, and shopping options and practices for meetingconsumer needs. The course also prepares students tounderstand consumer rights, responsibilities, andinformation, protect personal and family resources, and applyprocedures for managing personal finances. English languagearts and mathematics are reinforced. Work-based learningstrategies appropriate for this course include mentorship,school-based enterprise, service learning, and job shadowing.Apprenticeship and cooperative education are not availablefor this course. DECA (an association for Marketing Educationstudents), Future Business Leaders of America (FBLA) andFamily, Career and Community Leaders of America (FCCLA)competitive events, community service, and leadershipactivities provide the opportunity to apply essential standardsand workplace readiness skills through authenticexperiences.

PRINCIPLES OF BUSINESS AND FINANCE

Course Code: BF102X0C Fee (if applicable): n/a


Recommendation: Math I

Honors credit is available-BF105X0C

This course introduces students to topics related to business,finance, management, and marketing to cover business in theglobal economy, functions of business organization and

management, marketing basics, and significance of businessfinancial and risk management. English language arts, socialstudies, and mathematics are reinforced. Work-basedlearning strategies appropriate for this course includementorship, school-based enterprise, service learning, andjob shadowing. Cooperative education is not available for thiscourse. Apprenticeship is not available for this course. DECA(an association for Marketing Education students) and FutureBusiness Leaders of America (FBLA) competitive events,community service, and leadership activities provide theopportunity to apply essential standards and workplacereadiness skills through authentic experiences.

FAMILY AND CONSUMER SCIENCE

APPAREL AND TEXTILE PRODUCTION I

Course Code: FA312X0C Fee (if applicable): $5

Offered at: NHS, SBHS Grade(s): 9,10,11,12

Prerequisite: None

In this course students are introduced to clothing productionin the areas of preparation for clothing construction, basicclothing construction techniques, consumer decisions,textiles, historical perspectives and design, and careeropportunities. Emphasis is placed on students applying theseconstruction and design skills to apparel and home fashion.Art, mathematics, and science are reinforced. Work-basedlearning strategies appropriate for this course include servicelearning and job shadowing. Apprenticeship and Cooperativeeducation are not available for this course. Family, Career andCommunity Leaders of America (FCCLA) competitive events,community service, and leadership activities provide theopportunity to apply essential standards and workplacereadiness skills through authentic experiences.

APPAREL AND TEXTILE PRODUCTION II - ENTERPRISE

Course Code: FA322X0C Fee (if applicable): $5

Offered at: NHS, SBHS Grade(s): 10,11,12

Prerequisite: Apparel and Textile Production I

In this course students are introduced to advanced clothingand housing apparel development skills. The use of fibers andfabrics is combined with design and construction techniquesto develop and produce clothing or housing apparel products.A real or simulated apparel business enterprise and FCCLAactivities allow students to apply instructional strategies andworkplace readiness skills to an authentic experience and todevelop a portfolio. Mathematics and science are reinforced.Work-based learning strategies appropriate for this courseinclude cooperative education, entrepreneurship, internship,mentorship, school-based enterprise, service learning and jobshadowing. Apprenticeship is not available for this course.Family, Career and Community Leaders of America (FCCLA)competitive events, community service, and leadershipactivities provide the opportunity to apply essential standards



and workplace readiness skills through authenticexperiences.

CULINARY ARTS AND HOSPITALITY – INTRODUCTION

Course Code: FH202X0C Fee (if applicable): $5

Offered at: NHS Grade(s): 9,10,11,12

Prerequisite: Foods I

In this course, basic safety and sanitation practices leading toa national industry-recognized food safety credential areintroduced. Commercial equipment, smallwares, culinarymath, and basic knife skills in a commercial foodservicefacility are taught. Art, mathematics, and science arereinforced. Work-based learning strategies appropriate forthis course include service learning and job shadowing.Apprenticeship and cooperative education are not availablefor this course. Family, Career and Community Leaders ofAmerica (FCCLA) competitive events, community service, andleadership activities provide the opportunity to applyessential standards and workplace readiness skills throughauthentic experiences.

CULINARY ARTS AND HOSPITALITY I


Offered at: NHS Grade(s): 10,11,12

Prerequisite: Culinary Arts and Hospitality - Introduction

This course focuses on basic skills in cold and hot foodproduction, baking and pastry, and service skills. Art, Englishlanguage arts, mathematics, and science are reinforced.Work-based learning strategies appropriate for this courseinclude service learning and job shadowing. Apprenticeshipand cooperative education are not available for this course.Family, Career and Community Leaders of America (FCCLA)leadership activities provide the opportunity to applyinstructional competencies and workplace readiness skills toauthentic experiences.

CULINARY ARTS AND HOSPITALITY II


Offered at: NHS Grade(s): 11,12

Prerequisite: Culinary Arts and Hospitality I

Honors credit is available-FH225X0C

This two-period block course provides advanced experiencesin cold and hot and food production, management (front andback of the house), and service skills. Topics include menuplanning, business management, and guest relations. Art,English language arts, mathematics, and science arereinforced. Work-based learning strategies appropriate forthis course include apprenticeship, cooperative education,entrepreneurship, internship, mentorship, school-basedenterprise, service learning and job shadowing. Family,Career and Community leaders of America (FCCLA)competitive events, community service, and leadershipactivities provide the opportunity to apply essential standards


EARLY CHILDHOOD EDUCATION I

Course Code: FE112X0G Fee (if applicable): $5

Offered at: JHS, SBHS Grade(s): 11,12

Prerequisite: Students must be 16 by October 1

This two-period block course prepares students to work withchildren in early education and child care settings. Areas ofstudy include personal and professional preparation, childdevelopment from birth to age 12, techniques andprocedures for working with young children, and history,trends and opportunities in this field. An internship makes up50 percent of instructional time. Work-based learningstrategies appropriate for this course include internship,mentorship, service learning, and job shadowing. Cooperativeeducation and apprenticeship are not available for thiscourse. Family, Career and Community Leaders of America(FCCLA) competitive events, community service, andleadership activities provide the opportunity to applyessential standards and workplace readiness skills throughauthentic experiences. Parenting and Child Development isrecommended as preparation for this course.

EARLY CHILDHOOD EDUCATION II

Course Code: FE122X0G Fee (if applicable): $5

Offered at: JHS, SBHS Grade(s): 12

Prerequisite: Early Childhood Education I

Honors credit is available-FE125X0G (Honors Only at SBHS)

This two-period block course prepares students to work withchildren birth to twelve years of age in child care, preschool,and/or after school programs. Students are encouraged tocontinue their education at a community college oruniversity. Students receive instruction in child carepertaining to teaching methods, career development,program planning and management, health and safety issues,entrepreneurship skills, and technology. This course is a two-credit course with work-based learning comprising over 50percent of the required coursework. Students whosuccessfully complete this course and are 18 years of age willbe eligible to apply for the North Carolina Early ChildhoodCredential (NCECC) through the Division of ChildDevelopment. The work-based learning strategiesappropriate for this course include school-based enterprises,internships, cooperative education, field trips, job shadowing,and apprenticeships. SCAN (industry) skill development andFCCLA leadership activities provide the opportunity to applyinstructional competencies and career management skills toauthentic experiences. Students participating in work-basedlearning will need to have an up-to-date TB Test on file.



FOODS I

Course Code: FN412X0C Fee (if applicable): $5


Prerequisite: None

Honors credit is available-FN415X0C

This course examines the nutritional needs of the individual.Emphasis is placed on the relationship of diet to health,kitchen and meal management, and food preparation. Skillsin science and mathematics are reinforced in this course.Work-based learning strategies appropriate for this courseinclude field trips and service learning. FCCLA leadershipactivities provide the opportunity to apply instructionalcompetencies and workplace readiness skills to authenticexperiences.

FOODS II-ENTERPRISE

Course Code: FN422X0C Fee (if applicable): $5

Offered at: All High Schools Grade(s): 10,11,12

Prerequisite: Foods I

This course focuses on advanced food preparation techniqueswhile applying nutrition, food science, and test kitchenconcepts using new technology. Food safety and sanitationreceive special emphasis, with students taking the exam forthe ServSafe® credential from the National RestaurantAssociation. Students develop skills in preparing foods suchyeast breads, and cake fillings and frostings. Students willdevelop specialty food preparation skills used in food serviceoperations. A real or simulated in-school food businesscomponent allows students to apply instructional strategiesand workplace readiness skills to an authentic experience todevelop a portfolio and to enhance FCCLA activities. Skills inscience, math, management, and communication arereinforced in this course. Work-based learning strategiesappropriate for this course include school-based enterprises,field trips, job shadowing, and service learning.

INTERIOR DESIGN I

Course Code: FI512X0C Fee (if applicable): $5

Offered at: SBHS, SWHS Grade(s): 10,11,12

Prerequisite: None

This course focuses on housing needs and options ofindividuals and families at various stages of the life cycle.Emphasis is placed on selecting goods and services andcreating functional, pleasing living environments using soundfinancial decisions and principles of design. Topics of studyinclude elements and principles of design, backgrounds andfurnishings, architectural styles and features, and functionalroom design. Art and mathematics are reinforced. Work-based learning strategies appropriate for this course includecooperative education, entrepreneurship, internship,mentorship, school-based enterprise, service learning, andjob shadowing. Apprenticeship is not available for this course.Family, Career Community Leaders of America (FCCLA)competitive events, community service, and leadershipactivities provide the opportunity to apply essential standards


INTERIOR DESIGN II

Course Code: FI522X0C Fee (if applicable): $5

Offered at: SBHS, SWHS Grade(s): 11,12

Prerequisite: Interior Design I

This course prepares students for entry-level and technicalwork opportunities in the residential and non-residentialinterior design fields. Students deepen their understanding ofdesign fundamentals and theory by designing interior plans tomeet living space needs of specific individuals or families.Topics include application of design theory to interior plansand production, selection of materials, and examination ofbusiness procedures. Art and mathematics are reinforced.Work-based learning strategies appropriate for this courseinclude cooperative education, entrepreneurship, internship,mentorship, school-based enterprise, service learning, andjob shadowing. Apprenticeship is not available for this course.Family, Career and Community Leaders of America (FCCLA)competitive events, community service, and leadershipactivities provide the opportunity to apply essential standardsand workplace readiness skills through authenticexperiences.

PARENTING AND CHILD DEVELOPMENT

Course Code: FE602X0C Fee (if applicable): $5

Offered at: DHS, JHS, WOHS Grade(s): 9,10,11,12

Prerequisite: None

This course introduces students to responsible nurturing andbasic applications of child development theory. Emphasis ison the parents’ responsibilities and the influences they haveon children while providing care and guidance. Skills incommunication, resource management, and problem solvingare reinforced in this course. Work-based learning strategiesappropriate for this course include field trips and servicelearning. FCCLA leadership activities provide the opportunityto apply instructional competencies and workplace readinessskills to authentic experiences.

PERSONAL FINANCE



Prerequisite: None

This course prepares students to understand economicactivities and challenges of individuals and families, the roleof lifestyle goals in education and career choices, proceduresin a successful job search, financial forms used in independentliving, and shopping options and practices for meetingconsumer needs. The course also prepares students tounderstand consumer rights, responsibilities, andinformation, protect personal and family resources, and applyprocedures for managing personal finances. English languagearts and mathematics are reinforced. Work-based learningstrategies appropriate for this course include mentorship,



school-based enterprise, service learning, and job shadowing.Apprenticeship and cooperative education are not availablefor this course. DECA (an association for Marketing Educationstudents), Future Business Leaders of America (FBLA) andFamily, Career and Community Leaders of America (FCCLA)competitive events, community service, and leadershipactivities provide the opportunity to apply essential standardsand workplace readiness skills through authenticexperiences.

PROSTART I®


Offered at: SBHS Grade(s): 11,12

Prerequisite: None

Recommendation: Foods I and Foods II

This fundamental food service course allows students tostudy the hospitality industry, including tourism, retail andthe lodging industries. In addition, a heavy emphasis is placedon safety and sanitation, including preparing and serving foodsafely and preventing accidents and injuries. Service skills arefurther refined through the art of service and communicationwith customers. Food service skills include stocks, soups,sauces, potatoes, grains, fruits and vegetables. Students aretaught successful customer relations, business math, andcontrolling foodservice costs. A one-credit paid or unpaid 200hour internship will count toward the National ProStart®Certificate of Achievement at the conclusion of ProStart® II. ANational Credentialing Exam will be given to all students.Students are encouraged to compete at the state andnational levels of FCCLA and/or ProStart® for themanagement and skills competitions each year. English,Langauge Arts and Mathematics are reinforced throughoutthe course.

PROSTART II®


Offered at: SBHS Grade(s): 12

Prerequisite: ProStart I

Recommendation: Foods I and Foods II

This second level fundamental food service course allowsstudents to continue their study of the hospitality industry.Advanced food service skills include breakfast foods, meat,poultry, seafood, salads, garnishes, desserts and bakedgoods. Students learn purchasing and industry control,standard accounting practices, how to build restaurant salesthrough marketing and the menu. Students will learn aboutsustainability in the foodservice industry and global cuisines.Students will complete the remainder of a 400 hour paid orunpaid one credit internship, which will count toward theirNational ProStart® Certificate of Achievement and one unit ofcredit for each 200 hours. A National Credentialing Exam willbe given to all ProStart® II students. Students are encouragedto compete at the state and national levels of the ProStartmanagement and culinary competitive events and/or FCCLAculinary event. English, Langauge Arts and Mathematics arereinforced throughout the course.

PRINCIPLES OF FAMILY AND HUMAN SERVICES

Course Code: FC112X0C Fee (if applicable): $5


Prerequisite: None

This course examines life management skills in the areas ofpersonal and family living; wellness, nutrition, and foods;financial management; living environments; appropriate childdevelopment practices; fashion and clothing; and jobreadiness. Through simulated experiences, students learn tofulfill responsibilities associated with the work of the familyand community. Skills in mathematics, communication,science, technology, and personal and interpersonalrelationships are reinforced in this course. Work-basedlearning strategies appropriate for this course include fieldtrips and service learning. FCCLA leadership activities providethe opportunity to apply instructional competencies andworkplace readiness skills to authentic experiences.

HEALTH OCCUPATIONS EDUCATION

BIOMEDICAL TECHNOLOGY I

Course Code: HB112X0C Fee (if applicable): $5

Offered at: DHS, JHS, NHS, SBHS,SWHS, WOHS

Grade(s): 9,10,11,12

Prerequisite: None

This survey course challenges students to investigate currentand 21st century medical and health care practices usingcomputerized databases, the Internet, media, and visitinghealth team professionals. Topics include the world ofbiomedical technology, the language of medicine, presentand evolving biomedical specialties, and biomedical ethics:crises and alternatives, and health career development.Work-based learning strategies include service learning, fieldtrips, and job shadowing. Skills in science, mathematics,communications, health, and social studies are reinforced inthis course. HOSA membership provides opportunities forpersonal and experiential growth.

BIOMEDICAL TECHNOLOGY II

Course Code: HB122X0C Fee (if applicable): $5

Offered at: DHS, NHS, SBHS,SWHS, WOHS

Grade(s): 10,11,12

Prerequisite: Biomedical Technology I

This course focuses on genetics, neurobiology, sleep disorderand biological rhythms, bioethics, the evolution of medicine,and use of technology to study cellular and molecular biology.The curriculum was developed by the National Institutes ofHealth (NIH). Students will learn about careers inbiotechnology within the context of the course content.Projects, teamwork, and demonstrations serve asinstructional strategies that reinforce the curriculum content.English language arts and science are reinforced in thiscourse. Work-based learning strategies appropriate for this



courseinclude service learning, and job shadowing.Apprenticeship and cooperative education are not availablefor this course. Health Occupations Students of America(HOSA) competitive events, community service, andleadership activities provide the opportunity to applyessential standards and workplace readiness skills throughauthentic experiences. Biology is recommended as goodpreparation for this course.

HEALTH TEAM RELATIONS

Course Code: HU102X0C Fee (if applicable): $5

Offered at: DHS, NHS, RHS, SWHS,WOHS

Grade(s): 9,10,11,12

Prerequisite: None

This course will assist potential health care workers in theirrole as health team members. Topics include terminology, thehistory of health care, health care agencies, ethics, legalresponsibilities, careers, holistic health, human needs,change, cultural awareness, communication, medical math,leadership and career decision-making. Work based learningstrategies include service learning, field trips and jobshadowing. Basic academic skills, employability skills, criticalthinking skills, teamwork and the use of technology arereinforced in this course. HOSA leadership activities provideopprtunities for practical application of instructionalcompetencies.

HEALTH SCIENCE I



Grade(s): 10,11,12

Prerequisite: None

Honors credit is available-HU405X0C

This course focuses on human anatomy, physiology andhuman body diseases and disorders, and biomedicaltherapies. Students will learn about health care careers withinthe context of human body systems. Projects, teamwork, anddemonstrations serve as instructional strategies thatreinforce the curriculum content. English language arts andscience are reinforced in this course. Work-based learningstrategies appropriate for this course include service learningand job shadowing. Apprenticeship and cooperativeeducation are not available for this course. HealthOccupations Students of America (HOSA) competitive events,community service, and leadership activities provide theopportunity to apply essential standards and workplacereadiness skills through authentic experiences. Biology isrecommended as preparation for this course.

HEALTH SCIENCE II



Grade(s): 11,12

Prerequisite: Health Science I

Honors credit is available-HU425X0C

This course is designed to help students expand theirunderstanding of financing and trends of health careagencies, fundamentals of wellness, legal and ethical issues,concepts of teamwork, and effective communication.Students will learn health care skills, including current CPRand first aid training. English language arts and science arereinforced in this course. Work-based learning strategiesappropriate for this course include internship, mentorship,service learning, and job shadowing. Apprenticeship andcooperative education are not available for this course.Health Occupations Students of America (HOSA) competitiveevents, community service, and leadership activities providethe opportunity to apply essential standards and workplacereadiness skills through authentic experiences.

NURSING FUNDAMENTALS

Course Code: HN432X0G Fee (if applicable): $5

Offered at: JHS (MaximumEnrollment: 10)

Grade(s): 12

Prerequisite: Health Science II

This two-block course is designed for students interested inmedical careers where personal care and basic nursing skillsare used. This course is an enhanced adaptation of the NorthCarolina Division of Health Service Regulation (DHSR) NurseAide I (NAI) curriculum and helps prepare students for theNational Nurse Aide Assessment (NNAAP). Students who passthe NNAAP become listed on the NC NAI Registry. Englishlanguage arts, mathematics, and science are reinforced.Work-based learning strategies appropriate for this courseinclude a required clinical internship in a long-term careagency. Healthcare agencies may require testing fortuberculosis and/or other diseases and a criminal recordcheck for felonies related to drugs. Cooperative education isnot available for this course. HOSA competitive events,community service, and leadership activities provide theopportunity to apply essential standards and workplacereadiness skills through authentic experiences.Transportation will need to be provided by the student forclinical hours.



MARKETING

HOSPITALITY AND TOURISM

Course Code: MH422X0C Fee (if applicable): $5


Prerequisite: Marketing or Sports and EntertainmentMarketing I

In this course, students are introduced to the industry oftravel, tourism, and recreational marketing. Students acquireknowledge and skills on the impact of tourism, marketingstrategies of the major hospitality and tourism segments,destinations, and customer relations. Emphasis is on careerdevelopment, customer relations, economics, hospitality andtourism, travel destinations, and tourism promotion.Mathematics and social studies are reinforced. Work-basedlearning strategies appropriate include cooperativeeducation, entrepreneurship, internship, mentorship, school-based enterprise, service learning, and job shadowing.Apprenticeship is not available for this course. DECA (anassociation for Marketing Education students) competitiveevents, community service, and leadership activities providethe opportunity to apply essential standards and workplacereadiness skills through authentic experiences.

MARKETING

Course Code: MM512X0C Fee (if applicable): $15

Offered at: JHS, SBHS, SWHS Grade(s): 9,10,11,12

Prerequisite: None

This course is designed to help students develop basicknowledge, skills, and attitudes that will prepare them toenter the field of marketing. The course, which focuses onthe National Marketing Education Standards and the NationalCurriculum Framework, emphasizes the foundations ofbusiness, management, and entrepreneurship; economics;professional development; and communication andinterpersonal skills. Included in these foundations areconcepts such as distribution, financing, selling, pricing,promotion, marketing-information management, andproduct/service management. Skills in communications,mathematics, and psychology are reinforced in this course.Work-based learning strategies appropriate for this courseinclude job shadowing, paid/unpaid internships, school-based enterprises, field trips, and/or cooperative education.Marketing simulations, projects, teamwork, DECA leadershipactivities, meetings, conferences, and competitions providemany opportunities for application of instructionalcompetencies.

SPORTS AND ENTERTAINMENT MARKETING I


Offered at: DHS, JHS, NHS, SBHS,SWHS

Grade(s): 10,11,12

Prerequisite: None

This course is designed for students interested in sports,entertainment, and event marketing. Emphasis is placed onthe following principles as they apply to the industry:branding, licensing, and naming rights; business foundations;concessions and on-site merchandising; economicfoundations; promotion; safety and security; and humanrelations. Skills in communications, human relations,psychology, and mathematics are reinforced in this course.Work-based learning strategies appropriate for this courseinclude cooperative education, paid/unpaid internships, orschool-based enterprises. Marketing simulations, projects,teamwork, DECA leadership activities, meetings, conferences,and competitions provide many opportunities for applicationof instructional competencies.

SPORTS AND ENTERTAINMENT MARKETING II


Offered at: JHS, NHS, SBHS, SWHS Grade(s): 11,12

Prerequisite: Sports and Entertainment Marketing I

This course is designed for students interested in an advancedstudy of sports, entertainment, and event marketing.Emphasis is placed on the following principles as they applyto the industry: Business management, career developmentoptions, client relations, ethics, events management, facilitiesmanagement, legal issues and contracts, promotion, andsponsorships. Skills in communications, human relations,mathematics, psychology, and technical writing arereinforced in this course. Work-based learning strategiesappropriate for this course include cooperative education,paid/unpaid internships, or school-based enterprises.Marketing simulations, projects, teamwork, DECA leadershipactivities, meetings, conferences, and competitions providemany opportunities for application of instructionalcompetencies.

TECHNOLOGY EDUCATION

COMPUTER SCIENCE PRINCIPLES-ADVANCEDPLACEMENT

Course Code: TBD Fee (if applicable): $15


Prerequisite: Math II

AP Computer Science Principles offers a multidisciplinaryapproach to teaching the underlying principles ofcomputation. The course will introduce students to thecreative aspects of programming, abstractions, algorithms,large data sets, the Internet, cybersecurity concerns, andcomputing impacts. AP Computer Science Principles will give



students the opportunity to use technology to address real-world problems and build relevant solutions. Together, theseaspects of the course make up a rigorous and rich curriculumthat aims to broaden participation in computer science.

GAME ART & DESIGN

Course Code: TS312X0C Fee (if applicable): $15

Offered at: NHS, SBHS, WOHS Grade(s): 10,11,12

Prerequisite: Scientific Visualization I

This course introduces the student to techniques used in theelectronic game industry. Students will focus on theprinciples used in game design, including mathematical andvirtual modeling. Emphasis is placed on areas related to art,history, ethics, plot development, storyboarding,programming, 2D visual theory, and interactive playtechnologies. Students develop physical and virtual games,using hands-on experiences and a variety of software

GAME ART & DESIGN-ADVANCED


Offered at: NHS, SBHS, WOHS Grade(s): 11,12

Prerequisite: Game Art and Design

This course is a continuation in the study of game design andinteractivity. Emphasis is placed on visual design, evaluating,scripting and networking protocols, and legal issues as well as3D visual theory. Students compile a game portfolio.Advanced topics include the use of audio and visual effects,rendering, modeling, and animation techniques. Studentswork in collaborative teams to develop a final 3D gameproject. Art, English language arts, mathematics and scienceare reinforced. Work-based learning strategies appropriatefor this course include mentorship, school-based enterprise,service learning, and job shadowing. Cooperative education isnot available for this course. Apprenticeship is not availablefor this course. Technology Student Association (TSA)competitive events, community service, and leadershipactivities provide the opportunity to apply essential standardsand workplace readiness skills through authenticexperiences.

PLTW INTRO TO ENGINEERING DESIGN-ADVANCEDPLACEMENT

Course Code: TP117X0CAP Fee (if applicable): $15

Offered at: RHS, SBHS, WOHS Grade(s): 9,10,11,12

Prerequisite: None


This Project Lead the Way pre-engineering course emphasizesthe development of a design. Students use computersoftware to produce, analyze and evaluate models of projectssolutions. They study the design concepts of form andfunction and use state-of-the art technology to translateconceptual design into reproducible products. This courseteaches students to understand and apply the design processto solve problems in a team setting. Students will also explore

career opportunities in design engineering and understandthe skills and education required for these careers.

PLTW PRINCIPLES OF ENGINEERING-ADVANCEDPLACEMENT


Offered at: JHS, RHS, SBHS, WOHS Grade(s): 10,11,12

Prerequisite: Intro To Engineering

Recommendation: Math II

This course provides an overview of engineering andengineering technology. Students develop problem-solvingskills by addressing real-world engineering problems.Students explore technology systems and manufacturingprocesses to find out how math, science, and technologyimpact society. This project-based course introducesstudents to the key elements and skills of engineering andtechnology-based careers.

PLTW DIGITAL ELECTRONICS-ADVANCED PLACEMENT


Offered at: RHS, SBHS, WOHS Grade(s): 10,11,12

Prerequisite: Principles of Engineering

This Project Lead the Way pre-engineering course introducesstudents to applied digital logic, a key element of careers inengineering and engineering technology. This courseexplores the smart circuits found in watches, calculators,video games and computers. Students use industry-standardcomputer software in testing and analyzing digital circuitry.They design circuits to solve problems, export their designs toa printed circuit auto-routing program that generates printedcircuit boards, and use appropriate components to build theirdesigns. Students use mathematics and science in solvingreal-world engineering problems.

PLTW ENGINEERING DESIGN AND DEVELOPMENT-HONORS

Course Code: TP315X0C Fee (if applicable): $15

Offered at: RHS, SBHS, WOHS Grade(s): 11,12

Prerequisite: Completion of 3 Project Lead the Way courses

This is a research course that requires students to formulatethe solution to an open-ended engineering question. With acommunity mentor and skills gained in the previous ProjectLead the Way (PLTW) courses (Principles of Engineering,Introduction to Engineering Design, and Digital Electronics),students create written reports on their applications, defendthe reports, and submit them to a panel of outside reviewersat the end of the school year.



PLTW CIVIL ENGINEERING AND ARCHITECTURE-ADVANCED PLACEMENT



Prerequisite: Drafting I & II and/or PLTW IE & POE

Students learn important aspects of building and site designand development. They apply math, science, and standardengineering practices to design both residential andcommercial projects and document their work using 3Darchitecture design software. The course includes anintroduction to many of the varied factors involved in buildingdesign and construction including building components andsystems, structural design, storm water management, sitedesign, utilities and services, cost estimation, energyefficiency, and careers in the design and constructionindustry.

SCIENTIFIC & TECHNICAL VISUALIZATION I


Offered at: NHS, SBHS, WOHS Grade(s): 9,10,11,12

Prerequisite: None

This state-of-the-art course introduces students to the use ofcomplex graphic software. Visualization activities includecreation of 2D and 3D computer generated imagery (CGI) foruse in science, crime solving, video entertainment, gaming,and commercial web design. Computer, communication,mathematics and scientific concepts are reinforced in thiscourse. Job shadowing is an appropriate work-based learningstrategy for this course. Hands-on work experiences andSkillsUSA leadership activities provide many opportunities toenhance classroom instruction and career development.

SCIENTIFIC & TECHNICAL VISUALIZATION II



Prerequisite: Scientific & Technical Visualization I

This course provides students with advanced skills in the useof visualization tools for the study of computer generatedimagery concepts for gaming and animation. Students designand develop 3D complex data and concept drivenvisualization models. Students learn how to communicateconcepts and ideas using graphic visualization computerapplications for gaming and real world digital simulation usedin the gaming and entertainment industry. Communication,computer, technical, mathematics, and science skills arereinforced in this course. Work-based learning strategiesappropriate for this course are apprenticeship, internships,and cooperative education.

TECHNOLOGY ENGINEERING AND DESIGN

Course Code: TE112X0C Fee (if applicable): $15


Prerequisite: None

This course focuses on the nature and core concepts oftechnology, engineering, and design. Through engagingactivities and hands-on project-based activities, students areintroduced to the following concepts: elements and principlesof design, basic engineering, problem-solving, and teaming.Students apply research and development skills and producephysical and virtual models. Activities are structured tointegrate physical and social sciences, mathematics, Englishlanguage arts, and art. Work-based learning strategiesappropriate for this course include mentorship, school-basedenterprise, service learning, and job shadowing.Apprenticeship and cooperative education are not availablefor this course. Technology Student Association (TSA)competitive events, community service, and leadershipactivities provide the opportunity to apply essential standardsand workplace readiness skills through authenticexperiences.

TECHNOLOGICAL DESIGN

Course Code: TE122X0C Fee (if applicable): $15

Offered at: NHS, SBHS Grade(s): 11,12

Prerequisite: Technology Engineering and Design

This course continues to apply the skills, concepts, andprinciples of design. The design fields of graphics, industrialdesign, and architecture receive major emphasis. Engineeringcontent and professional practices are presented throughpractical application. Working in design teams, students applytechnology, science, and mathematics concepts and skills tosolve engineering and design problems. Students research,develop, test, and analyze engineering designs using criteriasuch as design effectiveness, public safety, human factors,and ethics. Art, English language arts, mathematics andscience are reinforced. Work-based learning strategiesappropriate for this course include mentorship, school-basedenterprise, service learning, and job shadowing.Apprenticeship and cooperative education are not availablefor this course. Technology Student Association (TSA)competitive events, community service, and leadershipactivities provide the opportunity to apply essential standardsand workplace readiness skills through authenticexperiences.



TRADES AND INDUSTRIAL EDUCATION

INTRODUCTION TO AUTOMOTIVE SERVICE

Course Code: IT112X0C Fee (if applicable): $5

Offered at: SWHS Grade(s): 9,10,11,12

Prerequisite: None

This course introduces automotive safety, basic automotiveterminology, system & component identification, knowledgeand introductory skills in hand tools, shop equipment, basicservicing, and use of service information. Also careers andvarious job opportunities in the automotive repair industrywill be discussed. As part of the NATEF accreditation, topicsare aligned to the Maintenance and Light Repair (MLR)requirements. English language arts are reinforced.Workbased learning strategies appropriate for this courseinclude job shadowing. Apprenticeship and cooperativeeducation are not available for this course. SkillsUSAcompetitive events, community service, and leadershipactivities provide the opportunity to apply essential standardsand workplace readiness skills through authenticexperiences.

*Due to potentially hazardous processes and equipment amaximum enrollment of 20 is recommended.

AUTOMOTIVE SERVICE I



Prerequisite: Introduction to Automotive Service

This course develops automotive knowledge and skills inperforming scheduled automotive maintenance, servicingand basic testing of brakes, electrical systems, drivetrain,engine, HVAC and steering & suspension systems,emphasizing hands-on experience. As part of the NATEFaccreditation, topics are aligned to the Maintenance and LightRepair (MLR) requirements. English language arts arereinforced. Work-based learning strategies appropriate forthis course include job shadowing. Work-based learningstrategies appropriate for this course include apprenticeship,cooperative education, entrepreneurship, internship, and jobshadowing. SkillsUSA competitive events, community service,and leadership activities provide the opportunity to applyessential standards and workplace readiness skills throughauthentic experiences.


AUTOMOTIVE SERVICE II


Offered at: SWHS Grade(s): 10,11,12

Prerequisite: Automotive Service I

This course builds on the knowledge and skills introduced inautomotive servicing I and develops advanced knowledge andskills in vehicle system repair and/or replacement of

components in the brakes, electrical systems, drivetrain,engine, HVAC and steering & suspension systems,emphasizing hands-on experience. As part of the NATEFaccreditation, topics are aligned to the Maintenance and LightRepair (MLR) requirements. English language arts arereinforced. Work-based learning strategies appropriate forthis course include job shadowing. Work-based learningstrategies appropriate for this course include apprenticeship,cooperative education, entrepreneurship, internship, and jobshadowing. This course helps prepare students for theAutomotive Service Excellence (ASE) certification inMaintenance and Light Repair (MLR- G1). SkillsUSAcompetitive events, community service, and leadershipactivities provide the opportunity to apply essential standardsand workplace readiness skills through authenticexperiences.


AUTOMOTIVE SERVICE III


Offered at: SWHS Grade(s): 11,12

Prerequisite: Automotive Service II

This course builds on the skills and knowledge introduced inAutomotive Service I & II. Building advanced automotive skillsand knowledge in vehicle servicing, testing, repair, anddiagnosis of brakes, electrical systems, drivetrain, engine,HVAC and steering & suspension systems, while emphasizinghands-on experience. As part of the NATEF accreditation,topics are aligned to the Maintenance and Light Repair (MLR)requirements. English language arts and mathematics arereinforced. Work-based learning strategies appropriate forthis course include apprenticeship, cooperative education,entrepreneurship, internship, and job shadowing. This coursehelps prepare students for the Automotive Service Excellence(ASE) certification in Maintenance and Light Repair (MLR- G1).SkillsUSA competitive events, community service, andleadership activities provide the opportunity to applyessential standards and workplace readiness skills throughauthentic experiences.


INTRODUCTION TO COLLISION REPAIR



Prerequisite: None

This course introduces safety, basic collision repairterminology, system & component identification, knowledgeand introductory skills in hand tools, shop equipment, basicservicing, and use of service information. Also careers andvarious job opportunities in the collision repair industry willbe discussed. English language arts are reinforced.Workbased learning strategies appropriate for this courseinclude job shadowing. Apprenticeship and cooperativeeducation are not available for this course. SkillsUSA



competitive events, community service, and leadershipactivities provide the opportunity to apply essential standardsand workplace readiness skills through authenticexperiences.


CORE AND SUSTAINABLE CONSTRUCTION

Course Code: IC002X0C Fee (if applicable): $5

Offered at: DHS, JHS, RHS, SBHS,SWHS, WOHS

Grade(s): 9,10,11,12

Prerequisite: None

This course covers the National Center for ConstructionEducation and Research (NCCER) Core certification modulesrequired for all of the NCCER curriculum-area programs, andan additional Green module. The course content includes:basic safety, introduction to construction math, introductionto hand tools, introduction to power tools, introduction toblueprints, material handling, basic communication skills, andbasic employability skills, and “Your Role in the GreenEnvironment”. The additional Green module has been addedto provide students with instruction in the greenenvironment, green construction practices, and greenbuilding rating systems. Also it will help students betterunderstand their personal impacts on the environment andmake them more aware of how to reduce their carbonfootprint. English Language Arts and Mathematics arereinforced. Work-based learning strategies appropriate forthis course include apprenticeship, cooperative education,internship, and job shadowing. This course helps preparestudents for additional National Center for ConstructionEducation and Research (NCCER) Core certification. SkillsUSAcompetitive events, community service, and leadershipactivities provide the opportunity to apply essential standardsand workplace readiness skills through authenticexperiences.

CARPENTRY I


Offered at: DHS, JHS, SBHS, SWHS,WOHS

Grade(s): 9,10,11,12

Prerequisite: Core and Sustainable Construction

This course covers basic carpentry terminology and developstechnical aspects of carpentry with emphasis on developmentof introductory skills. English language arts and mathematicsare reinforced. Work-based learning strategies appropriatefor this course include apprenticeship, cooperativeeducation, internship, and job shadowing. This course helpsprepare students for National Center for ConstructionEducation and Research (NCCER) certification. SkillsUSAcompetitive events, community service, and leadershipactivities provide the opportunity to apply essential standardsand workplace readiness skills through authenticexperiences. Math II is recommended as preparation for thiscourse.

CARPENTRY II



Grade(s): 10,11,12

Prerequisite: Carpentry I

Honors credit is available-IC225X0C

This course covers additional technical aspects of carpentrywith emphasis on development of intermediate skills. Thecourse content includes floor systems, wall and ceilingframing, roof framing, introductions to concrete, reinforcingmaterials and forms, windows and exterior doors, and basicstair layout. English language arts and mathematics arereinforced. Work-based learning strategies appropriate forthis course include apprenticeship, cooperative education,internship, and job shadowing. This course helps preparestudents for National Center for Construction Education andResearch (NCCER) certification. SkillsUSA competitive events,community service, and leadership activities provide theopportunity to apply essential standards and workplacereadiness skills through authentic experiences. Math II isrecommended as preparation for this course.

CARPENTRY III



Grade(s): 11,12

Prerequisite: Carpentry II

This course develops advanced technical aspects of carpentrywith emphasis on development of skills. The course contentincludes roofing applications, thermal and moistureprotection, exterior finishing, cold formed steel framing anddrywall installations. English language arts and mathematicsare reinforced. Work-based learning strategies appropriatefor this course include apprenticeship, cooperativeeducation, internship, and job shadowing. This course helpsprepare students for National Center for ConstructionEducation and Research (NCCER) certification. SkillsUSAcompetitive events, community service, and leadershipactivities provide the opportunity to apply essential standardsand workplace readiness skills through authenticexperiences. Math III is recommended as preparation for thiscourse.

DIGITAL MEDIA I

Course Code: IA312X0C Fee (if applicable): $5


Prerequisite: None

This course provides a broad-based foundation in the digitalmedia field. An emphasis is placed on the fundamentalconcepts of audio and video design, various digital mediatechnologies, non-linear editing, product development anddesign, and career development. Communications,mathematical, and critical thinking skills are strengthenedthroughout the course. Work-based learning strategiesappropriate for this course are field trips and job shadowing.



Local projects and SkillsUSA leadership activities,conferences, and competitions provide opportunities for theapplication of instructional competencies. There is anemphasis on digital and physical safety.

DIGITAL MEDIA-ADVANCED

Course Code: IA322X0C Fee (if applicable): $5

Offered at: NHS, SBHS Grade(s): 10,11,12

Prerequisite: Digital Media I

Honors credit is available-IA325X0C

This course provides students with industry knowledge andskills in the overall digital media design field. Areas covered inthese two courses include graphics, animation, video, andweb design. An emphasis is placed on the fundamentalconcepts of graphic design, various digital mediatechnologies, non-linear editing, product development anddesign, and career development. Art, English language arts,and mathematics are reinforced. Work-based learningstrategies appropriate for this course include apprenticeship,cooperative education, internship, and job shadowing.SkillsUSA competitive events, community service, andleadership activities provide the opportunity to applyessential standards and workplace readiness skills throughauthentic experiences. There is an emphasis on digital andphysical safety. Creation of an eportfolio is required for thiscourse.

ADOBE VISUAL DESIGN


Offered at: NHS, RHS, SBHS Grade(s): 9,10,11,12

Prerequisite: None

This course is a project-based course that develops ICT,career, and communication skills in print and graphic designusing Adobe tools. This course is aligned to Adobe Photoshop,Indesign, and Illustrator certification. English language artsare reinforced. Work-based learning strategies appropriatefor this course include job shadowing. Apprenticeship andcooperative education are possible for this course. SkillsUSAcompetitive events, community service, and leadershipactivities provide the opportunity to apply essential standardsand workplace readiness skills through authenticexperiences.

DRAFTING I


Offered at: JHS, NHS, RHS Grade(s): 9,10,11,12

Prerequisite: None

This course introduces students to the use of simple andcomplex graphic tools used to communicate and understandideas and concepts found in the areas of architecture,manufacturing, engineering, science, and mathematics.Topics include problem-solving strategies, classicalrepresentation methods such as sketching, geometricconstruction techniques, as well as CAD (computer assisted

design), orthographic projection, and 3-D modeling. Skills incommunication, mathematics, science, leadership, andproblem-solving are reinforced in this course. Job shadowingis an appropriate work-based learning strategy for thiscourse. Hands-on work experiences and SkillsUSA leadershipactivities provide many opportunities to enhance classroominstruction and career development.

DRAFTING II-ARCHITECTURAL


Offered at: JHS, NHS, RHS Grade(s): 10,11,12

Prerequisite: Drafting I


This course is focused on the principles, concepts, and use ofcomplex graphic tools used in the field of architecture,structural systems, and construction trades. Emphasis isplaced on the use of CAD tools in the creation of floor plans,wall sections, and elevation drawings. Mathematics, science,and visual design concepts are reinforced. Work-basedlearning strategies appropriate for this course areapprenticeship and cooperative education. Hands-on workexperiences and SkillsUSA leadership activities provide manyopportunities to enhance classroom instruction and careerdevelopment.

DRAFTING II-ENGINEERING

Course Code: IV222X0C Fee (if applicable): $5

Offered at: JHS, NHS Grade(s): 10,11,12

Prerequisite: Drafting I


Honors credit is available-IV225X0C

This course focuses on engineering graphics introducing thestudent to symbol libraries, industry standards, andsectioning techniques. Topics include coordinate systems,principles of machine processes and gearing, and theconstruction of 3-D wire frame models using CAD.Mathematics, science, and mechanical engineering conceptsinvolving the working principles and design of cams and gearsare reinforced in this course. Work-based learning strategiesappropriate for this course are apprenticeship, internships,and cooperative education. Hands-on work experiences andSkillsUSA leadership activities provide many opportunities toenhance classroom instruction and career development.

DRAFTING III-ARCHITECTURAL


Offered at: JHS, NHS Grade(s): 11,12

Prerequisite: Drafting II Architectural



This course introduces students to advanced architecturaldesign concepts. Emphasis is placed on the use of CAD andBIM tools in the design and execution of site and foundation



plans as well as topographical information and detaildrawings of stairs and wall sections. Teaming and problem-solving skills are reinforced in this course. Work-basedlearning strategies appropriate for this course areapprenticeship, internship, and cooperative education.

DRAFTING III-ENGINEERING

Course Code: IV235X0C Fee (if applicable): $5


Prerequisite: Drafting Engineering II


Honors credit is available-IV235X0C

This course introduces the student to advanced engineeringconcepts using CAD tools. Topics studied include descriptivegeometry, geometric tolerancing, and advanced engineeringdesign concepts such as surface and solid modeling. Scienceand mathematics concepts are reinforced in this course.Work-based learning strategies appropriate for this courseare apprenticeship, internships, and cooperative education.Hands-on work experiences and SkillsUSA leadershipactivities provide many opportunities to enhance classroominstruction and career development.

ELECTRICAL TRADES I


Offered at: JHS, RHS Grade(s): 10,11,12


This course covers basic electrical trades terminology anddevelops technical aspects of electrical trades with emphasison development of introductory skills such as residentialwiring, electrical installation, and service. Topics include basicelectricity, electrical construction codes and practices, theNational Electrical Code, the use of test equipment, andelectrical hand and power tools. English language arts,mathematics, and science are reinforced. Work-basedlearning strategies appropriate for this course includeapprenticeship, cooperative education, internship, and jobshadowing. This course helps prepare students for NationalCenter for Construction Education and Research (NCCER)certification. SkillsUSA competitive events, communityservice, and leadership activities provide the opportunity toapply essential standards and workplace readiness skillsthrough authentic experiences.

ELECTRICAL TRADES II


Offered at: JHS, RHS Grade(s): 11,12

Prerequisite: Electrical Trades I


This course builds on skills mastered in Electrical Trades I andprovides an introduction to the National Electric Code,devices boxes, hand bending, raceways and fittings,conductors and cables, construction drawings, residentialservices, test equipment, alternating circuits, grounding and

bonding. English language arts, mathematics, and science arereinforced. Work-based learning strategies appropriate forthis course include apprenticeship, cooperative education,internship, and job shadowing. This course helps preparestudents for National Center for Construction Education andResearch (NCCER) certification. SkillsUSA competitive events,community service, and leadership activities provide theopportunity to apply essential standards and workplacereadiness skills through authentic experiences.

FIRE FIGHTER TECHNOLOGY I

Course Code: IP312X0C Fee (if applicable): $5


Prerequisite: None

Recommendation: Public Safety

This course covers part of the NC Fire Fighter I/II combinationcertification modules required for all fire fighters in NorthCarolina. The modules include: Fire Department Orientationand Safety; Fire Prevention, Education, and Cause; FireAlarms and Communications; Fire Behavior; PersonalProtective Equipment; Portable Fire Extinguishers; and FireHose, Streams, and Appliances. English language arts arereinforced. Work-based learning strategies appropriate forthis course including job shadowing. Apprenticeship andcooperative education are not available for this course. Thiscourse prepares students for the North Carolina Fire FighterI/II certification modules. SkillsUSA competitive events,community service, and leadership activities provide theopportunity to apply essential standards and workplacereadiness skills through authentic experiences.

FIRE FIGHTER TECHNOLOGY II



Prerequisite: Fire Fighter Technology I

This course covers additional NC Fire Fighter I/II combinationcertification modules required for all fire fighters in NorthCarolina. The modules include: Ropes; Ladders; ForcibleEntry; Ventilation; Water Supply; Sprinklers; and Foam FireStream. English language arts are reinforced. Work-basedlearning strategies appropriate for this course including jobshadowing. Apprenticeship and cooperative education arenot available for this course. This course prepares studentsfor the North Carolina Fire Fighter I/II certification modules.SkillsUSA competitive events, community service, andleadership activities provide the opportunity to applyessential standards and workplace readiness skills throughauthentic experiences.



FIRE FIGHTER TECHNOLOGY III



Prerequisite: Fire Fighter Technology II

In this course, students select one specific occupation in theCareer Cluster and conduct research to include the nature ofthe work, work environment, training, education, andadvancement, and job prospects. Work-based learningstrategies appropriate for this course including job shadowingand internship. Apprenticeship and cooperative training arenot available for this course. SkillsUSA competitive events,community service, and leadership activities provide theopportunity to apply essential standards and workplacereadiness skills through authentic experiences

FOUNDATIONS OF ENGINEERING ANDTECHNOLOGY A

Course Code: TL082X0C Fee (if applicable): $15


Prerequisite: None

Honors credit is available-TL085X0C

This course is an exploratory course featuring design basedproblem solving and academic concepts in modules includingAlternative Energy, Environmental Technology, Robotics andTransportation. A high-energy multimedia format takesstudent involvement to an even higher level. Students will usePaxton/Patterson’s CAREERplus Integrated InstructionalUnits to explore open-ended problems and imagine solutions.Additional whole class learning experiences focus on learningthe basic characteristics of technology and design. Studentswill use this course as a foundation before moving on to themore rigorous, upper-level technology and engineeringcourses. This course is designed specifically for studentsentering the Advanced Applied STEM Academy Initiative atNorthside High School. Students are better prepared for post-secondary success because they have identified theirstrongest skill set and pathway. Even students who do notplan to pursue engineering after high school have highlytransferable problem-solving, communication andcollaboration skills that are relevant for any career orcoursework.

FOUNDATIONS OF ENGINEERING ANDTECHNOLOGY B



Prerequisite: Foundations of Engineering and Technology A

Honors credit is available-TL095X0C

This course continues and expands on technology conceptsfrom Foundations of Technology and Engineering A.Technology labs in this course increase in difficulty and arefoundational for preparing students to succeed inApplications of Engineering and Technology, a more rigorous,upper-level technology and engineering course. Labs and

activities in Foundations B explore the technologies related tocurrent fields of engineering, including: Architectural Design,Construction Technology, Manufacturing, and MaterialScience. Emphasis will be placed on learning to research andpresent information directly related to their technologybased studies through capstone projects, authentic designbriefs, and Solidworks® 3-D Training. This course and SkillsUSAtechnical and leadership activities enhance the skills ofstudents interested in pursuing technical, engineering, orscience related careers. This course is designed specifically forstudents entering the Advanced Applied STEM AcademyInitiative at Northside High School.

APPLICATIONS OF ENGINEERING AND TECHNOLOGY



Prerequisite: Foundations of Engineering andTechnology A & B

Engineering design, inquiry, and learning-by-doing helpstudents connect the STEM dots -- changing the way studentssee the world and helping them find their pathways in it. Thiscourse places collaborative teams of students in a virtualinternship, working for an engineering consulting firm.Student teams are engaged in authentic engineering work,solving real-world problems and competing to winprofessional contracts. Student teams gain spatial reasoningthrough work-themed authentic engineering practicum infour rigorous modules: Alternative Energy & Environment,Architecture & Construction, Manufacturing & Materials, andRobotics. Additional capstone projects incorporating casestudies and SOLIDWORKS® 3-D Training prepare students tosit for the SOLIDWORKS® Associate-Academic (CSWA-Academic) Certification. This course is designed specificallyfor students currently participating in the Advanced AppliedSTEM Academy Initiative at Northside High School. Studentsare better prepared for post-secondary success because theyhave identified their strongest skill set and pathway. Evenstudents who do not plan to pursue engineering after highschool have highly transferable problem-solving,communication and collaboration skills that are relevant forany career or coursework. Students will need to completeFoundations A and B with a C or higher before moving on tothis course.

MARINE OCCUPATIONS I

Course Code: IL532X0C Fee (if applicable): $5

Offered at: DHS Grade(s): 10,11

Prerequisite: Core and Sustainable Constructionteen

This course offers students the opportunity to learn aboutbasic technologies currently being used in the marineindustry. Students will learn how to weld, use fiberglass, andrepair two and four stroke outboard engines. During thecourse, students will be exposed to a variety of careers thatare available in the marine industry.



MARINE OCCUPATIONS II



Prerequisite: Marine Occupations I

This course will provide an opportunity for students to expandtheir knowledge of technologies used in the marine industry.Students will learn about navigation and how to properlyhandle and maintain a vessel. Appropriate work-basedstrategies are co-operative education, internships, andapprenticeships. Hands-on work experiences and SkillsUSAleadership activities provide many opportunities to enhanceclassroom instruction and career development.

MARINE OCCUPATIONS III



Prerequisite: Marine Occupations II

This course will provide an opportunity for students to expandtheir knowledge of technologies used in the marine industry.Students will learn about navigation and how to properlyhandle and maintain a vessel. Appropriate work-basedstrategies are co-operative education, internships, andapprenticeships. Hands-on work experiences and SkillsUSAleadership activities provide many opportunities to enhanceclassroom instruction and career development.

MASONRY I


Offered at: SBHS, WOHS Grade(s): 9,10,11,12


This course introduces the nature of masonry technology,materials and supplies, and employability skills. Topicsinclude safety, layout, tools, leveling, plumbing, use ofstraight-edge, and joining brick and block in wall construction.Reading, mathematics, problem solving, and principles oftechnology are reinforced in this course. Job shadowing is anappropriate work-based learning strategy for this course.Hands-on work experiences and SkillsUSA leadershipactivities provide many opportunities to enhance classroominstruction and career development.

MASONRY II



Prerequisite: Masonry I

This course builds on skills mastered in Masonry I andprovides advanced masonry skills including measurements,drawing and specifications, mortar, masonry units, andinstallation techniques. English language arts andmathematics are reinforced. Work-based learning strategiesappropriate for this course include apprenticeship,cooperative education, internship, and job shadowing. MathII is recommended as preparation for this course. This course

helps prepare students for National Center for ConstructionEducation and Research (NCCER) certification. SkillsUSAcompetitive events, community service, and leadershipactivities provide the opportunity to apply essential standardsand workplace readiness skills through authenticexperiencesexperiences.

MASONRY III


Offered at: SBHS, WOHS Grade(s): 11,12

Prerequisite: Masonry II


This course develops advanced technical aspects of Masonrywith emphasis on development of skills introduced inMasonry II. The course content includes residential plans anddrawing interpretation, residential masonry, grout and otherreinforcement, and metalwork in masonry. Introductory skillsfor the Crew Leader are also introduced in this course. Englishlanguage arts and mathematics are reinforced. Work-basedlearning strategies appropriate for this course includeapprenticeship, cooperative education, internship, and jobshadowing. This course helps prepare students for NationalCenter for Construction Education and Research (NCCER)certification. SkillsUSA competitive events, communityservice, and leadership activities provide the opportunity toapply essential standards and workplace readiness skillsthrough authentic experiences. Math II is recommended aspreparation for this course.

PLUMBING I


Offered at: JHS Grade(s): 10

Prerequisite: Core & Sustainable Construction

This course introduces students to the use of simple andcomplex tools used in the plumbing trade to install and repairsystem found in the area of commercial and residentialplumbing. Topics include leadership, safety, identification,and use of tools, blueprint reading, troubleshooting, andmaterials of the plumbing trade. Skills in communications,mathematics, science, leadership, and problem solving arereinforced in experience and SkillsUSA membership andinvolvement as well as leadership activities provide manyopportunities to enhance classroom instruction and careerdevelopment. National Center for Construction EducationResearch Certificate issued upon successful module testing.

PLUMBING II



Prerequisite: Plumbing I

This course is a continuation of the skills learned in PlumbingI with an emphasis on the complex tools used in the plumbingtrade to install and repair systems found in commercial andresidential plumbing. Topics include leadership, safety,



blueprint reading, troubleshooting and design of plumbingsystems. Skills in communication, mathematics, science,leadership and problem solving are reinforced. The work-based learning strategies appropriate to this course arecooperative education and apprenticeship training.Leadership activities in SKILLSUSA provide manyopportunities to enhance classroom instruction and careerdevelopment. Must complete both semesters to receivecredit. No partial credit will be given. National Center forConstruction Education Research Certificate issued uponsuccessful module testing.

EMERGENCY MANAGEMENT I



Prerequisite: Public Safety II or Fire Fighter Technology II

This course is aligned to the Emergency Managementcertifications from FEMA and are recommended by the NorthCarolina Emergency Management Office at the NCDepartment of Public Safety as appropriate for high schoolstudents. These certifications are those required byprofessional in this field. The course includes skills in eacharea, using resources from the community to help deliverinstruction to the students. English language arts arereinforced. Work-based learning strategies appropriate forthis course include job shadowing. Apprenticeship andcooperative education are not possible for this course.SkillsUSA competitive events, community service, andleadership activities provide the opportunity to applyessential standards and workplace readiness skills throughauthentic experiences.

EMERGENCY MANAGEMENT II



Prerequisite: Emergency Management I

This course is aligned to the Emergency Managementcertifications from FEMA and are recommended by the NorthCarolina Emergency Management Office at the NCDepartment of Public Safety as appropriate for high schoolstudents. These certifications are those required byprofessional in this field. The course includes skills in eacharea, using resources from the community to help deliverinstruction to the students. English language arts arereinforced. Work-based learning strategies appropriate forthis course include job shadowing. Apprenticeship andcooperative education are possible for this course (age limitsmay apply). SkillsUSA competitive events, community service,and leadership activities provide the opportunity to applyessential standards and workplace readiness skills throughauthentic experiences.

PUBLIC SAFETY I



Prerequisite: None

Introduction to Public Safety course is a recommended firstlevel course for all Public Safety course sequences. Thiscourse will offer the student the opportunity to learn basicskills in four major public safety areas: Criminal Justice,Firefighting, Emergency Medical Technician, and EmergencyManagement Systems. The course will include approximatelyfour weeks of skill training in each area, using resources fromthe community to help deliver instruction to the students.Work-based learning strategies appropriate for this courseare field trips and job shadowing. Local projects and SkillsUSAleadership activities, conferences, and competitions provideopportunities for the application of instruction competencies.

PUBLIC SAFETY II



Prerequisite: Public Safety I

This course provides a deeper level of understanding ofcareer information in public safety including emergencymanagement, criminal justice, emergency medical technician,and fire fighter. Additionally students will further thedevelopment a personal plan for a career in public safety. Thecourse includes skills in each area, using resources from thecommunity to help deliver instruction to the students. Englishlanguage arts are reinforced. Work-based learning strategiesappropriate for this course include job shadowing.Apprenticeship and cooperative education are possible forthis course (age limits may apply). SkillsUSA competitiveevents, community service, and leadership activities providethe opportunity to apply essential standards and workplacereadiness skills through authentic experiences.

WELDING TECHNOLOGY I

Course Code: IM612X0C Fee (if applicable): $5

Offered at: SBHS Grade(s): 9,10,11,12


This course covers basic industrial and construction weldingpractices, occupation characteristics, and employmentopportunities. Topics include safety, tools, print reading,measurement, torch cutting processes, base metalpreparation and shielded metal arc welding (SMAW).Science, thinking skills, mathematics, leadership skills, andprinciples of technology are reinforced in this course. Jobshadowing is an appropriate work-based learning strategy forthis course. Hands-on work experiences and SkillsUSAleadership activities provide many opportunities to enhanceclassroom instruction and career development.



WELDING TECHNOLOGY II



Prerequisite: Welding Technology I


This course introduces advanced welding and cuttingpractices used in industry and construction and emphasizeshands-on experience. Topics include weld fit-up and testing,metal properties, gas metal (GMAW), flux cored (FCAW), andshielded metal (SMAW) arc welding. Arts, English languagearts, mathematics, and science are reinforced. Work-basedlearning strategies appropriate for this course includeapprenticeship, cooperative education, entrepreneurship,internship, and job shadowing. SkillsUSA competitive events,community service, and leadership activities provide theopportunity to apply essential standards and workplacereadiness skills through authentic experiences. Math II isrecommended as preparation for this course.

WELDING TECHNOLOGY III



Prerequisite: Welding Technology II

This course is designed to continue the development ofadvanced welding and cutting practices used in industry andconstruction and emphasizes hands-on experience. Furtheremphasis is placed on topics covered in Welding TechnologyII such as weld fit-up and testing, metal properties, gas metal(GMAW), flux cored (FCAW), and shielded metal (SMAW) arcwelding. Arts, English language arts, mathematics, andscience are reinforced. Work-based learning strategiesappropriate for this course include apprenticeship,cooperative education, entrepreneurship, internship, and jobshadowing. SkillsUSA competitive events, community service,and leadership activities provide the opportunity to applyessential standards and workplace readiness skills throughauthentic experiences. Math II is recommended aspreparation for this course.


ENGLISH

The ultimate purpose of the English/Language Arts curriculum is for students to gain the language skills they need tocommunicate effectively as individuals and as contributing members of a global society.

The Common Core State Standards (CCSS) set grade-level English language arts (ELA) requirements for grades K-8 and gradebands 9-10 and 11-12/College and Career Readiness (CCR). The expectations are organized into the strands of Reading,Writing, Speaking/Listening and Language. The Reading standards establish a staircase of increasing complexity in whatstudents must be able to read and comprehend in order to meet the demands of college and career level texts. The Writingstandards promote writing throughout the grade levels by fostering the ability to write logical arguments based onsubstantive claims, sound reasoning and relevant evidence. The Speaking and Listening standards require that students beable to gain, evaluate, and present increasingly complex information, ideas and evidence. The Language standards includevocabulary and convention standards. Although Language standards are identified in a separate strand, they should not betaught, learned and implemented in isolation but should be used and developed throughout reading, writing, speaking andlistening.

The scope and sequence of literature for North Carolina high school students allows for a literary experience that carries notonly a global perspective but an opportunity to view U. S. literature and literary nonfiction within a global lens. Literarynonfiction (a type of informational text) uses artistic and literary techniques often associated with fiction or poetry to reporton actual persons, events or places. In each English course (I-IV) students are required to study U. S. documents “of historicalsignificance,” as well as one Shakespearean play.

ENGLISH I

Course Code: 10212X0C Fee (if applicable): n/a


Prerequisite: None

ENGLISH I HONORS - Course Code: 10215X0C

English I is a concept-based foundational study of literarygenres (novel, short story, poetry, drama, literary nonfiction),including influential U.S. documents and a Shakespeareanplay. Through scaffolded and close reading experiences ofappropriately complex texts, students analyze the effects ofauthor choice, such as time, plot structure, source materialuse, order of information, and specific words; provide strongand thorough textual evidence to support analysis of texts;and delineate the claim and evidence of an argument.Students demonstrate knowledge and understandingthrough supported and independent opportunities toproduce logical, clear and coherent writing in argument,informational, and narrative modes; research questions ontopics related to the unit concepts from multiple sources;develop knowledge and skill with language, speaking,listening, and technology, utilizing technology daily as a toolfor learning. Students take the NC Final Exam.

ENGLISH II



Prerequisite: None

ENGLISH II HONORS - Course Code: 10225X0C

English II is a concept-based introduction to literary globalperspectives focusing on literature from the Americas, Africa,Eastern Europe, Asia, Oceania, and the Middle East,influential U.S. documents and at least one Shakespeareanplay. In rich reading experiences of appropriately complextexts, students analyze effects of author choices. Readerssupport anaylsis of texts with strong and thorough textual

evidence, including analysis of a point-of-view or culturalexperience outside of the US; and evaluate the reasoning andevidence in arguments. Students demonstrate knowledgeand understanding through increasingly independentopportunities to produce logical, clear and coherent writingin argument, informational, and narrative modes; researchquestions on topics related to the unit concepts from multiplesources; continue to develop knowledge and skill withlanguage, speaking, listening, and technology, utilizingtechnology daily as a tool for learning. Students are requiredto take a state EOC exam.

ENGLISH III


Offered at: All High Schools Grade(s): 11,12

Prerequisite: None

ENGLISH III HONORS - Course Code: 10235X0C

English III is a concept-based in-depth study of U.S. literatureand U.S. literary nonfiction especially foundational works anddocuments from the 17th century through the 20th century,including influential U.S. documents and at least oneAmerican and one Shakespearean play, as complex texts fordeveloping deeper comprehension skills. Students providestrong textual evidence to support their analysis andevaluation of the impact of authors’ choices in texts. Inaddition, this course provides frequent writing experiencesbased on readings to develop skills for writing in theargumentative, informational, and narrative modes forauthentic purposes and audiences; experiences in researchand use of technology; language development (grammar,mechanics, usage, syntax and word study) through purposefulreading and writing; and practical use of speaking andlistening skills. Independent reading is expected. Students willtake the NC Final Exam.


ENGLISH

ENGLISH III & ADVANCED PLACEMENT ENGLISH(ENGLISH LANGUAGE AND COMPOSITION-AP)

Course Code: 1A007X0CAP Fee (if applicable): n/a


Prerequisite: None

English III and AP English is a concept-based in-depth study ofU.S. literature, U.S. literary nonfiction, and at least oneAmerican and one Shakespearean play. Students delineateand evaluate the purposes and reasoning in foundationalworks and influential U.S documents from the 17th centurythrough the 20th century, and provide strong textualevidence to support their analysis and evaluation of theimpact of authors’ choices on the message and power of thetext. In addition, this course provides frequent independentwriting experiences based on the readings to develop skills forwriting in the argumentative, informational, and narrativemodes for authentic purposes and audiences; multipleexperiences in research and use of technology; extensivelanguage development (grammar, mechanics, usage, syntaxand word study) through purposeful reading and writing; andpractical use of speaking and listening skills. Independentreading of American authors is expected. Students will beencouraged to take the AP exam. Summer reading may berequired.

ENGLISH IV



Prerequisite: None

ENGLISH IV HONORS - Course Code: 10245X0C

English IV is a concept-based course that completes (withEnglish II) the study of literary global perspectives, focusingon European literature and influential U.S. documents andliterature that are influenced by European philosophy oraction, including at least one Shakespearean play. Studentsprovide textual evidence to support their analysis andevaluation of authors’ choices on the meaning, structure andaesthetic impact of texts, and how style and content,including reasoning and evidence, add to the power of a text;and support with strong and thourough textual evidence. Inaddition, this course provides supported and independentwriting experiences based on readings to develop skills forwriting in the argumentative, informational, and narrativemodes for authentic purposes and audiences; concept-related experiences in research and use of technology;language development (grammar, mechanics, usage, syntaxand word study) through purposeful reading and writing; andpractical use of speaking and listening skills.

ENGLISH IV & ADVANCED PLACEMENT ENGLISH(LITERATURE AND COMPOSITION-AP)



Prerequisite: None

English IV is a concept-based course completing the study ofliterary global perspectives, focusing on European literatureand foundational U.S. documents and literature influenced byEuropean philosophy or action. Readers analyze and evaluateauthors’ choices on the meaning, structure and aestheticimpact of texts, and how style and content add to the powerof text; support with strong, thorough textual evidence; andevaluate reasoning and evidence in arguments. Knowledgeand understanding are demonstrated through frequentindependent and collaborative logical, clear and coherentwriting in argument, informational, and narrative modes;synthesize information from multiple sources answeringindependent research questions; continue to developlanguage, speaking, listening, and technology skills throughpurposeful reading and writing. Students become aware ofthe writer's purpose, audience expectations, and theimportance of clear thinking and writing in the effectivenessof a text. Students taking this course are encouraged to takethe AP exam. Summer reading may be required.

JOURNALISM I


Earliest Grade Offered:

Grade: 9 - SBHS

Grade: 10 - JHS, NHS, RHS, WOHS

Grade: 11 - DHS, SWHS

Grade(s): 9,10,11, 12

Prerequisite: Completion of course application with samplewritings, and teacher approval with reference from oneEnglish teacher.

Students in this class are responsible for planning, designing,and creating various school publications. The course stressescommunication skills and techniques of basic journalism, aswell as all aspects of desktop publishing. Students may beexpected to attend after school events and to writeassignments covering those events. Students may berequired to enroll in Journalism both semesters. They willearn two credits if they complete both semesters.

Honors credit available-10315X0C (SWHS and WOHS)

JOURNALISM II


Earliest Grade Offered:

Grade: 9 - SBHS

Grade: 10 - JHS, NHS, RHS, WOHS

Grade: 11 - DHS, SWHS

Grade(s): 9,10,11, 12

Prerequisite: Journalism I and completion of courseapplication with sample writings, and teacher approval withreference from one English teacher.


ENGLISH

Students will develop their journalistic skills as broadcastjournalists, covering stories of interest to the school,community, state, nation, and world. Students will shootvideo, develop questions, edit video and text, and producevideo productions. Students will assist with fulfilling the goalsof the Journalism I class by completing the yearbook andschool newsletter. They will earn two credits if they completeboth semesters.

Honors credit available-10325X0C


MATHEMATICS

The State Board of Education approved the Common Core State Standards (CCSS) for Math K-12 in 2010. These standards aremeant to be enduring, rigorous, and provide the knowledge and skills our students need to be successful, contributingmembers of a 21st century global economy. In April 2012, these standards were merged into one statewide pathway of MathI, Math II, and Math III forming a coherent progression of content. The purpose of this change was to better prepare studentsfor upper level mathematics courses in high school, college mathematics courses, and the workplace.

Four mathematics units are required for graduation.

The Future-Ready Core mathematics requirement states that students entering ninth grade for the first time in 2009-2010and beyond must pass 4 mathematics credits. Students entering ninth grade for the first time in 2012-2013 and beyond, willcomplete a sequence of Math I, Math II, Math III and a 4th math. The 4th mathematics course is to be aligned with the student’spost-high school plans.

FOUNDATIONS OF MATH I


Offered at: JHS, NHS, RHS, SBHS,WOHS

Grade(s): 9,10,11,12

Prerequisite: None

Foundations of Math I is designed to assist students inmastering the algebraic skills necessary for success in Math I.Students will learn to (1) operate with the real numbers tosolve problems; (2) find, identify, and interpret the slopes andintercepts of a linear relation; (3) visually determine a line ofbest fit for a given scatter plot, explain the meaning of theline, and make predictions using the line; (4) collect, organize,analyze, and display data to solve problems; (5) apply thePythagorean Theorem to solve problems. This courseprovides one unit of elective credit, but does not count as oneof the four math credits required to graduate meeting thefuture-ready core requirements.

MATH I



Prerequisite: None

MATH I – HONORS - Course Code: TBD

Students in this course will build on work in 8th grade Mathto: Write algebraic expressions in equivalent forms to solveproblems, including expressions with rational exponents withlike denominators; Use reasoning and modeling to solveequations & inequalities and apply them to relationships &numbers; Solve, apply and interpret linear systems ofequations & inequalities; Identify & create translations in thecoordinate plane; Use function notation to represent andinterpret linear and exponential relationship between twoquantities; Graph linear, exponential and quadratic functions;Create and interpret box plots, frequency tables, andregression equations from one or two variable data; Useparallel and perpendicular slopes & midpoint and distanceformulas to prove simple geometric theorems.

FOUNDATIONS OF MATH II


Offered at: NHS, RHS, SBHS Grade(s): 9,10,11,12

Prerequisite: Math I

Foundations of Math II is a course designed for students whohave earned a Math I credit but require additional support inmastering the skills necessary for success in the secondcourse. This course will allow students to develop theunderstanding of geometric terminology and conceptsthrough the use of manipulatives, technology, algebraicrepresentation and development of problem solving skills.This course provides one unit of elective credit, but does notcount as one of the four math credits required to graduatemeeting the future-ready core requirements.

MATH II




MATH II – HONORS - Course Code: 22015X0C


Students in this course will build on work in Math 1 to:

Write algebraic expressions in equivalent forms including-expressions with rational exponents with unlikedenominators, simplifying radicals, multiplying up to 3 linearexpressions; Solve and graph linear non-linear and mixedsystems of equation & inequalities; Use systems of linearinequalities to model and investigate optimization situations;Identify & create transformations in the coordinate plane;Apply right triangle trig, special right triangles, and law ofsines to real world situations including angle of elevation &depression; Use reasoning to prove congruence of triangles;Find the volume, surface area, and lateral area of solids andapply to density modeling; Examine cross-sections of solids;Apply the concepts of roots & zeroes and quadratic formulato solve quadratic equations; graph quadratic, rational, andradical functions; Apply logs to solve exponential equations;Find independent, dependent, conditional probabilities.


MATHEMATICS

FOUNDATIONS OF MATH III


Offered at: NHS, RHS, WOHS Grade(s): 9,10,11,12


Foundations of Math III is a course designed for students whohave earned a Math II credit but need additional support inmastering the skills necessary for success in the third mathcourse. This course will give students the opportunity to buildon prior algebraic concepts that include radicals, functions,equations and systems. This course provides one unit ofelective credit.

MATH III




MATH III – HONORS - Course Code: 23015X0C


Students in this course will build on work in Math 2 to:

Perform operations with polynomials and complex numbers;Graph and apply polynomial functions & identify zeroes andend behavior; Write arithmetic & geometric sequences inexplicit and formal recursive form; Perform operations withradical & rational expressions; Solve radical & rationalequations and graph radical & rational functions; Graph andinterpret key features of functions modeling situations withtwo variables, including absolute value, linear, polynomial, &quadratic; Predict and apply transformations of functions,including absolute value, linear, polynomial, & quadratic;Identify and describe relationships among inscribed angles,radii, and chords, area of sectors and arc length; Constructpolygons inscribed in circles and circles inscribed in polygons;Use the unit circle and radians to identify the graph of sine,cosine and tangent functions; Apply trig properties to provetrig identities; Graph and write the equations of a circle;Identify and interpret normal distribution and standarddeviation.

ADVANCED FUNCTIONS AND MODELING



Prerequisite: Math III

ADVANCED FUNCTIONS AND MODELING – Honors

Course Code: 24005X0C


This fourth math course provides an in-depth study ofmodeling and applying functions. Linear, quadratic, cubic,trigonometric, exponential, logarithmic and piece-wisefunctions will be used to solve problems. Students will alsoanalyze data and apply probability concepts to solveproblems. Home, work, recreation, consumer issues, publicpolicy, and scientific investigations are areas from whichapplications will originate. Appropriate technology will be

used regularly for instruction and assessment. The final examfor this course is the NC Final Exam for AFM.

AFM is intended for students for students who wish to be NCUniversity system Ready and who may want to pursue a STEMcourse of study. It is also appropriate as an additional courseprior to Pre-Calculus or Calculus.

ESSENTIALS FOR COLLEGE MATH (SREB READY MATH)




This fourth level math course emphasizes understanding ofmath concepts rather than just memorizing procedures. MathReady students learn the context behind the procedure: whyto use a certain formula or method to solve a problem, forexample. This equips them with higher-order thinking toapply math skills, functions and concepts in differentsituations. Main topics include: exponentials, quadratics,equations, measurements, number operations, systems,linear functions, statistics (optional).

This course is intended for a student who wishes to be NCUniversity System Ready but who does not intend to pursuea STEM course of study. This course is also appropriate as anadditional review prior to Pre-Calculus or Calculus.

PRE-CALCULUS HONORS



Prerequisite: Math III and/or Advanced Functions andModeling

Pre-Calculus Honors provides students an honors-level studyof trigonometry, advanced functions, analytic geometry, anddata analysis in preparation for calculus. Applications andmodeling will be included throughout the course of study. Thefinal exam for this course is the NC Final Exam for Pre-CalculusHonors.

CALCULUS AB-ADVANCED PLACEMENT



Prerequisite: Pre-Calculus

This course provides a review of the concepts covered in Pre-Calculus with an emphasis on functions (particularlytrigonometric). The course will introduce the student tolimits and topics in differential and integral calculus. Studentswill also have an opportunity to explore conic sections andpolar coordinates. Students taking this course areencouraged to take the AP exam.

This course will be offered as an e-learning opportunitythrough OnslowView - Onslow Online Course Network.


MATHEMATICS

CALCULUS BC-ADVANCED PLACEMENT


Offered at: JHS, NHS, RHS Grade(s): 11,12

Prerequisite: Advanced Placement Calculus AB

Advanced Placement Calculus develops the student’sunderstanding of the concepts of calculus (functions, graphs,limits, derivatives and integrals) and provides experience withits methods and applications. The course encourages thegeometric, numerical, analytical, and verbal expression ofconcepts, results, and problems. Appropriate technology,from manipulatives to calculators and application software,should be used regularly for instruction and assessment.Students taking this course are encouraged to take the APexam.


STATISTICS-ADVANCED PLACEMENT



Prerequisite: Pre-Calculus (SBHS – AFM is the prerequisite)

Advanced Placement Statistics is an introductory, non-calculus based, college course in statistics. The four majortopics studied include organizing data, producing data:samples and experiments, probability: foundations ofinference, and inference: conclusions with confidence.Students entering the course should be proficient in readingmathematical text and be willing to research independentlyoutside of class time. A grade of B or higher in Algebra IIand/or Math III is recommended for this course. Students areexpected to take the AP examination. The student may earncollege credit for successful completion of the course and APexamination.


SCIENCE

The North Carolina Science Essential Standards maintain the respect for local control of each Local Education Authority (LEA)to design the specific curricular and instructional strategies that best deliver the content to their students. Nonetheless,engaging students in inquiry-based instruction is a critical way of developing conceptual understanding of the science contentthat is vital for success in the twenty-first century. The process of scientific inquiry, experimentation and technological designshould not be taught nor tested in isolation of the core concepts drawn from physical science, earth science and life science.A seamless integration of science content, scientific inquiry, experimentation and technological design will reinforce instudents the notion that “what” is known is inextricably tied to “how” it is known. A well-planned science curriculum providesopportunities for inquiry, experimentation and technological design. Teachers, when teaching science, should provideopportunities for students to engage in “hands-on/minds-on” activities that are exemplars of scientific inquiry,experimentation and technological design.

Science as Inquiry

Traditional laboratory experiences provide opportunities to demonstrate how science is constant, historic, probabilistic, andreplicable. Although there are no fixed steps that all scientists follow, scientific investigations usually involve collections ofrelevant evidence, the use of logical reasoning, the application of imagination to devise hypotheses, and explanations to makesense of collected evidence. Student engagement in scientific investigation provides background for understanding thenature of scientific inquiry. In addition, the science process skills necessary for inquiry are acquired through active experience.The process skills support development of reasoning and problem-solving ability and are the core of scientific methodologies.

North Carolina requires three units of science for high school graduation. The science graduation requirements includeBiology, one course in a physical science (to include Physical Science, Chemistry, Physics) and one course in anearth/environmental science.

EARTH AND ENVIRONMENTAL SCIENCE

Course Code: 35012X0C Fee (if applicable): $5


Prerequisite: None

EARTH AND ENVIRONMENTAL SCIENCE-HONORS -Course Code: 35015X0C

This course is designed to expand students’ knowledge ofmatter, energy, environmental awareness, materialavailability, and the cycles that circulate energy and materialthrough the earth. The unifying concepts for the earth andenvironmental curriculum includes: Earth in the Universe,Earth Systems, Structures and Processes, and Human Impacton the Earth and its Systems. In order to develop a greaterunderstanding of the processes that shape out everyday lives,the curriculum will integrate inquiry investigations and avariety of technologies with the study of earth as a system.The results of student investigation should be communicatedthrough presentations and formal laboratory reports.Enrichment and integration with other disciplines isencouraged. Students should design, conduct, and evaluateindependent scientific investigations. Earth andEnvironmental Science is a required course for graduation inthe state of North Carolina.

ENVIRONMENTAL SCIENCE-ADVANCED PLACEMENT

Course Code: 3A027X0CAP Fee (if applicable): $5

Offered at: JHS, NHS, SBHS, SWHS,WOHS

Grade(s): 10,11,12

Prerequisite: None

Recommendation: Earth and Environmental Science,Biology, Chemistry, Math II

This course is a rigorous program focusing on the applicationof scientific concepts and principles to the understanding andsolution of environmental problems and issues. A broadlyinterdisciplinary course, it builds upon the scientific principlesfrom Chemistry, Physics, Biology, Ecology and Earth Science.The course includes a substantial laboratory and fieldcomponent to help students learn about the environmentthrough careful observation and experimentation. The courseutilizes problem-solving, critical thinking and communicationskills. Students are encouraged to take the AdvancedPlacement Environmental exam. When a minimum score of3.0 on the AP Biology Test is achieved the student will be ableto receive college credit depending on the University orCollege of choice.

BIOLOGY



Prerequisite: None

BIOLOGY-HONORS - Course Code: 33205X0C

The North Carolina Essential Standards for Biology waswritten to provide deeper understanding of life sciencecontent learned throughout Grades K–8. Biology is designedto meet graduation requirements. Emphasis is on the natureof science and scientific inquiry. These are developed by useof process skills and manipulative skills through laboratoryactivities. Laboratory and content study combine to help thestudent develop a positive attitude toward science and tounderstand the contributions of science and technology inshaping society. The course is constructed around threemajor themes: Chemical and Physical Basis of Life, Continuity


SCIENCE

of Life, and Ecology. Students are required to take a state EOCexam.

BIOLOGY-ADVANCED PLACEMENT


Offered at: DHS, NHS, RHS, SBHS,SWHS, WOHS

Grade(s): 11,12

Prerequisite: Biology I; Biology II-Honors at SBHS

This course is an in-depth and detailed study of Biology whichincludes topics in cell physiology, genetics, evolution,anatomy and ecology. AP Biology is intended to provide arigorous introductory college level biology course withintense inquiry based laboratory activities. Students shouldconsider the extensive time that is required for readingassignments, lab reports, and independent study. Studentsare encouraged to take the Advanced Placement Biologyexam in the Spring. When a minimum score of 3.0 on the APBiology Test is achieved the student will be able to receivecollege credit depending on the University or College ofchoice.

BIOLOGY II-HONORS


Offered at: SBHS Grade(s): 11,12

Prerequisite: Biology

Recommendation: Chemistry

This lab-based college prep course is a prerequisite to the APBiology Course. The course includes the following topics:Biochemistry, Cell Biology, Heredity, Molecular Genetics, andEvolutionary Biology. Independent research and in-depthlaboratory experiences are integral parts of the program.

PHYSICAL SCIENCE



Prerequisite: Earth/Environmental Science


The Physical Science curriculum is designed to continue theinvestigation of the concepts begun in earlier grades thatguide inquiry in the disciplines of Chemistry and Physics. Thecurriculum includes: Forces and Motion, Matter: Propertiesand Change, Energy: Conservation and Transfer. Inquiry andlaboratory activities will be an integral part of the curriculumexperience. A cumulative NC Final exam is required at theend of the course. This is not a required course but can fulfillone of the science credits required for graduation.

CHEMISTRY




Recommendation: Math III

CHEMISTRY-HONORS - Course Code: 34205X0C


Recommendation: Math III

This class is a course that will parallel the content of HonorsChemistry: but will lessen the memorization and the mathapplication portions. This class is designed to introduce thestudent to the basic Concepts of Chemistry; the study ofmatter, the changes matter undergoes, and the energyrequired to undergo these changes. Lab experiences will bestructured, not inquiry based. Proper laboratory techniqueand safety will be taught and stressed. Some formal labreports will be required. Students will be expected to takenotes and combine lecture content with online/textbookreference content. Students will be expected to work as acooperative member of a laboratory team and work inproblem solving situations. Mathematical applications inproblem solving will be presented. Mathematical applicationsin problem solving will be presented. Students should have acalculator with scientific notation and know how to use it.

CHEMISTRY-ADVANCED PLACEMENT



Prerequisite: Chemistry

It is highly desirable that a student have a course in secondaryschool physics and a four-year college preparatory programin mathematics. Students must be able to work at anaccelerated pace independently. Students will be expectedto work independently in the laboratory and problem solvingcoursework that will add greater scope and detail to topicsalready covered in Honors Chemistry. This course is thematerial equivalent of two semesters of introductory collegechemistry and chemistry lab (12 college credit hours.)Principles and concepts concerning thermodynamics,kinetics, molecular structure, equilibria, and electrochemistrywill be discussed and applied. When scheduling, studentsshould consider the extensive time requirements thataccompany a course of this type including outside reviewsessions. Students will be highly encouraged to take theAdvanced Placement Chemistry exam.


SCIENCE

PHYSICS-HONORS


Offered at: DHS, NHS, RHS, SBHS,SWHS

Grade(s): 11,12

Prerequisite: Chemistry

Recommendation: Math III, AFM

Honors Physics uses the North Carolina Essential Standardsfor Physics as a foundation for more challenging andadvanced study that enriches key topics and broadens thestudent’s view of the larger physics community includingcurrent research. Substantial class time should be devoted tostudent-directed exploration and experimentation, andindependent student investigation. Honors Physics is anappropriate course for students with a strong mathematicsand chemistry background. Success in Honors Physics willrequire the student to: 1) operate with algebraic expressionsto solve complex equations which include trigonometricfunctions, 2) use exponents to solve problems, and 3)describe graphically, algebraically and verbally real-worldphenomena as functions. This course will stress problemsolving over a wide range of topics: Kinematics, Mechanics,Thermodynamics, Waves, Optics and Electromagentism.

PHYSICS-ADVANCED PLACEMENT



Prerequisite: Honors Physics or Physics and currentlyenrolled in Calculus.

Physics AP should provide instruction in each of the followingfive content areas: Newtonian mechanics, fluid mechanicsand thermal physics, electricity and magnetism, waves andoptics, and atomic and nuclear physics. A knowledge ofalgebra and basic trigonometry is required for the course; thebasic ideas of calculus may be introduced in connection withphysical concepts. Understanding of the basic principlesinvolved and the ability to apply these principles in thesolution of problems should be the major goals of the course.Consequently, the course should utilize guided inquiry andstudent-centered learning to foster the development ofcritical thinking skills.

ANATOMY & PHYSIOLOGY


Offered at: DHS, NHS, RHS,SBHS (Honors Only), SWHS

Grade(s): 11,12


ANATOMY & PHYSIOLOGY HONORS - Course Code:33305X0C

This class is designed for students who wish to pursue a careerin a medically related field. Topics covered will be theskeletal, muscular, and organ systems of the body, and theeffect of both diet and disease on the body.

GEOLOGY-HONORS



Prerequisite: Earth/Environmental Science and a physicalscience

This course is a laboratory-based science class emphasizingthe function of the earth’s system. Emphasis is placed on thenon-human aspects of the Earth’s geologic andenvironmental systems, predictability of a dynamic Earth,origin and evolution of the Earth system and universe,geochemical cycles and energy in the Earth system. A deepunderstanding of the chemistry of minerals, the matter thatmakes up the chemicals of minerals, identifying their crystalstructures, and understanding how these structures allowminerals to form bonds will be discussed. Other topics studiedwill be: physical and chemical changes in Earth’s atmosphereover time, and identification of specific landforms and whatthey represent in geology with a goal of familiarizing thestudent with the basic concepts and practices of the modernEarth Sciences, with a particular emphasis on PhysicalGeology, especially the geology of North Carolina.

ART OF SCIENCE

Course Code: 30202X0 Fee (if applicable): $5


Prerequisite: Earth/Environmental Science (or APEnvironmental) and Biology

This course is a laboratory-based science class emphasizingthe function of the earth’s system. Emphasis is placed on thenon-human aspects of the Earth’s geologic andenvironmental systems, predictability of a dynamic Earth,origin and evolution of the Earth system and universe,geochemical cycles and energy in the Earth system. A deepunderstanding of the chemistry of minerals, the matter thatmakes up the chemicals of minerals, identifying their crystalstructures, and understanding how these structures allowminerals to form bonds will be discussed. Other topics studiedwill be: physical and chemical changes in Earth’s atmosphereover time, and identification of specific landforms and whatthey represent in geology with a goal of familiarizing thestudent with the basic concepts and practices of the modernEarth Sciences, with a particular emphasis on PhysicalGeology, especially the geology of North Carolina.



SOCIAL STUDIES

The North Carolina Social Studies Essential Standards offer a sound, thoughtful, and defensible curricular framework that isdesigned to enable all students at all grade levels to acquire the essential knowledge, understanding, and skills needed to beinformed, active citizens in the 21st century. The five organizational strands of the social studies program: history, geography,civics and government, economics and financial literacy, and culture are addressed with increasing rigor and relevance ateach grade level. Underlying these strands is the belief that all students should understand social studies and develop civicefficacy. Students should also acquire and perfect knowledge, understanding, and skills of individual and group inquiry andexamine a broad range of peoples and cultures. From social studies students gain the attitudes and values that enable themto be effective problem‐solvers, good decision‐makers, and wise planners. As a result of an effective social studies education, they are prepared to deal with present, recurring, and unforeseen problems at the local, state, national, and global levels.

The Social Studies Essential Standards emphasizes the following strands as a framework for social studies at every level:

Individual identity and development Geographic relationships

Cultures and diversity Economics and development

Government and active citizenship Global connections

Historic perspectives Technological influences and society

Students entering the ninth grade in 2012- 13 will need four social studies credits for graduation. The fourth requirement issatisfied with the division of American History into two courses. Students may opt to take AP US History, which encompassesall information in both American History I and II, and may be substituted for the American History I and II course requirements.If a student elects to take AP US History as a substitute for the required American History I and II courses, then that studentmust take a social studies elective course in order to meet the new requirements of four social studies credits for graduation.If this is the case, the elective course may be taken at any time and not necessarily directly preceding or directly following theAP course. American History I should directly precede American History II. Any social studies elective listed satisfies the fourthsocial studies credit.

WORLD HISTORY



Prerequisite: None

WORLD HISTORY-HONORS - Course Code: 43035X0C

World History is a survey course that explores recurringthemes of human experience around the globe. Students willanalyze the themes of geography and analyze the culturaltraits of civilizations from ancient and modern times. WorldHistory provides the foundation that enables students toacquire knowledge used in American History: The FoundingPrinciples, Civics and Economics and American History.

WORLD HISTORY-ADVANCED PLACEMENT


Offered at: JHS, NHS, SWHS Grade(s): 10,11,12

Prerequisite: None

Recommendation: World History - Honors

The purpose of the Advanced Placement World Historycourse is to use relevant factual knowledge taken fromprimary and secondary sources with high-order thinking skillsto acquire a greater understanding of the development ofglobal processes, from ancient times to the present day. Thecourse emphasizes the character of change and continuity inworld structures and their impacts. Furthermore, this studywill evaluate the interchange of major societies in the globalcommunity and the results of that interplay. Throughout theduration of this course, the instruction lends itself tochronological periodization as well as thematic perspective.

Students taking this course are encouraged to take theAdvanced Placement exam.

AMERICAN HISTORY I



Prerequisite: None

AMERICAN HISTORY I-HONORS - Course Code:

43045X0C

American History I: The Founding Principles will begin withthe European exploration of the new world throughReconstruction. Students will examine the historical andintellectual origins of the United States from Europeanexploration and colonial settlement to the Revolutionary andConstitutional eras. Students will learn about the importantpolitical and economic factors that contributed to thedevelopment of colonial America and the outbreak of theAmerican Revolution as well as the consequences of theRevolution, including the writing and key ideas of the U.S.Constitution. American History I: The Founding Principles willguide students as they study the establishment of politicalparties, America’s westward expansion, the growth ofsectional conflict, how that sectional conflict led to the CivilWar, and the consequences of the Civil War, includingReconstruction.


SOCIAL STUDIES

AMERICAN HISTORY II



Prerequisite: American History I

AMERICAN HISTORY II-HONORS - Course Code:

43055X0C

The Founding Principles will guide students from the latenineteenth century time period through the early 21stcentury. Students will examine the political, economic, socialand cultural development of the United States from the endof the Reconstruction era to present times. The essentialstandards of American History II: The Founding Principles willtrace the change in the ethnic composition of Americansociety; the movement toward equal rights for racialminorities and women; and the role of the United States as amajor world power. An emphasis is placed on the expandingrole of the federal government and federal courts as well asthe continuing tension between the individual and the state.The desired outcome of this course is for students to developan understanding of the cause-and-effect relationshipbetween past and present events, recognize patterns ofinteractions, and understand the impact of events on theUnited States in an interconnected world.

AMERICAN HISTORY: THE FOUNDING PRINCIPLES,CIVICS AND ECONOMICS



Prerequisite: None

AMERICAN HISTORY: THE FOUNDING PRINCIPLES,CIVICS AND ECONOMICS-HONORS


Formerly known as Civics and Economics, American History:The Founding Principles, Civics and Economics provides aframework for understanding the basic tenets of Americandemocracy, practices of American government as establishedby the United States Constitution, basic concepts of Americanpolitics and citizenship and concepts in macro and microeconomics and personal finance. The essential standards areorganized under three strands – Civics and Government,Personal Financial Literacy and Economics. The Civics andGovernment strand develops students’ increasedunderstanding of constitutional democracy and thefundamental principles and values upon which they arefounded, the skills necessary to participate as effective andresponsible citizens and the knowledge of how to usedemocratic procedures for making decisions and managingconflict. The Economic and Personal Financial Literacy strandsprovide students with an understanding of the role economicfactors play in making economic decisions, the ability toreason logically about key economic issues and managepersonal financial resources effectively for lifetime financialsecurity.

CURRENT AFFAIRS AND ISSUES-HONORS

Course Code: 96105X0CCA Fee (if applicable): n/a

Offered at: JHS, SBHS, SWHS Grade(s): 9, 10, 11,12

Prerequisite: None

Current Affairs and Issues is an honors-level course thatinvestigates the world through thematic perspectivesproviding students with an understanding of the uniquenessof different cultures as compared to their own culturalidentity. This course will investigate the cultures of threeother world language populations (Spanish speakingpopulations, Chinese speaking populations and Arabicspeaking populations). Current Affairs and Issues featurescross-cultural learning experiences through the themes ofculture and its characteristics, language, geopolitics, dynamichistory, and religion. Issues such as human rights, genderissues, resource problems and conflicts will be investigated bystudents with an intercultural lens. Students will employcritical thinking skills and begin to ask questions about whatis happening, why it is happening, and where it is happening.Students will comprehend the significance and degree towhich cultures are becoming increasingly interconnected andhow this connectivity affects their potential impact as 21stcentury global citizens.


PSYCHOLOGY



Prerequisite: None

PSYCHOLOGY-HONORS


Offered at: SWHS (Grade 11, 12),WOHS (Grade 11)

Grade(s): 11, 12

The elective course, Psychology, engages students in theunderstanding, articulation, and dissemination of psychologyas a science. Students are introduced to psychology, with afocus on the scientific study of human development, learning,motivation, and personality. The course emphasizes theempirical examination of behavior and mental processes andinfuses perspectives fostering students' growth,development, and understanding of cultural diversity.Students of psychology acquire information from a variety ofsources, use information as they make decisions andevaluations, and solve problems. The study of psychologyenables students to recognize and cope with uncertainty andambiguity in human behavior.


SOCIAL STUDIES

PSYCHOLOGY-ADVANCED PLACEMENT


Offered at: DHS (Grades 11, 12),RHS, SBHS, SWHS, WOHS

Grade(s): 10,11,12

Prerequisite: None

The AP Psychology course is designed to introduce studentsto the systematic and scientific study of the behavior andmental processes of human beings and other animals.Students are exposed to the psychological facts, principles,and phenomena associated with each of the major subfieldswithin psychology. They also learn about the ethics andmethods psychologists use in their science and practice.Topics include History and Approaches, Research Methods,Biological Bases of Behavior, Sensation and Perception, Statesof Consciousness, Learning, Cognition, Motivation andEmotion, Developmental Psychology, Personality, Testing andIndividual Differences, Abnormal Behavior, Treatment ofAbnormal Behavior, and Social Psychology. Students takingthis course are encouraged to take the Advanced Placementexam.

SOCIOLOGY


Offered at: NHS, WOHS Grade(s): 10,11,12

Prerequisite: None

Sociology-Honors – Course Code: 44005X0C

This course is designed to give students the tools necessary toconcentrate on the systematic study of human society andhuman interaction. Students will develop a sociologicalimagination in which they will observe the connectionsbetween their personal lives within society, as well as publicpolicy issues. Using observation, the scientific method, andcross-cultural examination, students will discover howpatterns of behavior develop, culture is learned, and socialpredictions are made.

TURNING POINTS IN AMERICAN HISTORY-HONORS


Offered at: NHS, RHS, SBHS,SWHS, WOHS

Grade(s): 10,11,12

Prerequisite: None

This course emphasizes in great depth 10-15 key turningpoints in American History. These are “hinge” events in ournation’s history, caused by, and subsequently contributing to,major social, cultural, political, and/or economic events. Thecontinuum of the turning point timeline should have “rippleeffects” between each point. These turning points whenconsidered chronologically should ultimately provide anarrative of United States history. A major element of eachturning point should be an understanding of historicalmethods and the use of historical inquiry. Students shouldessentially become historians to better understand andappreciate the narrative of a people, a nation, and a world.(Possible Turning Points: 9/11, Roanoke Island/JamestownSettlement, Salem Witch Trials, Proclamation of 1763,

Election of 1800, Invention of the Cotton Gin, TheLiberator/Nat Turner's Rebellion, The Mexican War, TheCompromise of 1877, Chicago's World Fair, McKinley'sAssassination, The 19th Amendment, The Scopes-MonkeyTrial, The New Deal Coalition, The Little Rock 9, 1968, The Fallof the Berlin Wall).

UNITED STATES GOVERNMENT AND POLITICS-ADVANCED PLACEMENT


Offered at: NHS, SBHS, SWHS,WOHS

Grade(s): 11,12(Second Semesterpreceded by AmericanHistory: The FoundingPrinciples,Civics andEconomics firstsemester)

Prerequisite: (Second Semester preceded by AmericanHistory: The Founding Principles, Civics and Economics firstsemester)

Advanced Placement U.S. Government and Politics willprovide students an intellectual foundation for observing,analyzing, and understanding national politics in the UnitedStates. Using primary and secondary source documents, aswell as analysis of specific examples, students will examineand evaluate the institutions of American government,political parties and elections, mass media, politicalbehavior, public policies, and the development of individualrights and liberties and their impact on citizens. The contentof this course is the equivalent to that of an introductorycollege course in U.S. government and politics. Studentstaking this course are encouraged to take the AdvancedPlacement exam.


UNITED STATES HISTORY-ADVANCED PLACEMENT


Offered at: DHS (Grades 11, 12only), JHS, NHS, RHS, SBHS, SWHS,WOHS

Grade(s): 10,11,12

Prerequisite: Turning Points in American History-Honors –SBHS and SWHS

Recommendation: American History: The FoundingPrinciples, Civics and Economics

AP US History is a semester-long course. AP US History is asurvey course covering American History from the Pre-Columbian period to the present. The class is taught inaccordance with the College Board AP US curriculumframework, and is designed to prepare students for the AP USHistory Exam in May. The AP US History course focuses on thedevelopment of historical thinking skills (chronologicalreasoning, comparing and contextualizing, crafting historicalarguments using historical evidence, and interpreting andsynthesizing historical narrative) and an understanding ofcontent learning objectives organized around seven themes,


SOCIAL STUDIES

such as identity, peopling, and American in the world. Thepurpose of the course is to provide students with the analyticskills and factual knowledge necessary to deal critically withthe problems and materials in United States History. The APUnited States History course will develop the skills necessaryto arrive at conclusions on the basis of an informed judgmentand to present reasons and evidence clearly and persuasivelyin essay format. Possible Summer Assignment.

TWENTIETH CENTURY CIVIL LIBERTIES AND CIVILRIGHTS



Prerequisite: None

TWENTIENTH CENTURY CIVIL LIBERTIES AND CIVILRIGHTS-HONORS (SBHS) – Course Code: 43085X0C

This course will accentuate the history, struggles, successesand similarities of diverse groups of twentieth-centuryAmericans who protested on behalf of civil liberties and civilrights. Beginning with an understanding of America'sfounding documents and the conceptual and historicalparadoxes of each, the course will help provide anunderstanding of Jefferson's creed that "...all men are createdequal...," as well as, an interpretation and applicability overthe course of the Twentieth Century. The course will alsoemphasize the flexibility of the U.S. Constitution, andspecifically the impact of additional amendments over timeand their varying interpretations on both civil liberties andcivil rights during the Twentieth Century. Through its' focus,the course will promote the interconnected civil liberties andcivil rights narrative of a people, a nation and a world.


PERFORMING AND VISUAL ARTS

Arts education benefits both student and society, because students of the arts disciplines gain powerful tools for:

understanding human experiences, both past and present;

teamwork and collaboration;

making decisions creatively and solving problems, when no prescribed answers exist;

adapting to and respecting others' diverse ways of thinking, working, and expressing themselves;

understanding the influence of the arts and their power to create and reflect cultures;

analyzing nonverbal communication, and making informed judgments about products and issues; and,

communicating effectively.

The arts are core subjects in the Federal Elementary and Secondary Education Act, and the NC Basic Education Program, and,as such, are included as core subjects every student should learn as part of a balanced curriculum for all children in NorthCarolina. While not all students will become professional dancers, musicians, actors, or visual artists, all students will benefitfrom skills and processes that are developed through the arts and that can be applied in a variety of disciplines and settings.

North Carolina has implemented state standards for Honors credit in the four different Arts Education areas. These areas aredance, theatre arts, music (band, chorus and orchestra) and visual arts. All courses at the Proficient and Advanced levels are inherently honors. All courses (including honors) may be taken more than once for credit. Students must demonstrateproficiency at the current level before advancing to the next level. Students who demonstrate proficiency may skip levels based on assessments for the content area.

BAND-BEGINNING



Prerequisite: None

This course offers a continuation of instrumental skills andknowledge, individual musical development, musicianship,and performance techniques learned in the middle schoolband program. Band-Beginning is a performance orientedclass with emphasis on music at levels II-III. Students developand demonstrate appropriate instrumental practices, usesinging as appropriate, and play literature that may includechanges in tempi, keys, and meters. Students develop skills inimprovising, composing and arranging music and applyreading and notating skills. Music of varied styles, cultures,and historical periods is studied and played. Students developskills in listening to, analyzing, and evaluating musicalexperiences. Enrollment and instrumentation are at thediscretion of the band director. All scheduled activities arerequired and may include evening and weekend concerts,assemblies, parades, festivals/concert contests, school-sponsored events, and community activities.

BAND-INTERMEDIATE



Prerequisite: Band-Beginning

This course develops the performance skills of students andthe performing ensemble to higher performance levels toplay with increased technical accuracy and expression.Students refine their sight-reading and ear-training skills, usesinging as appropriate, and gain an understanding of musictheory and notation. Band-Intermediate is a performance-oriented class with emphasis on music at Levels II-IV thatincludes moderate technical demands, expanded ranges, and

varied interpretive requirements. Students perform music ofvaried styles, cultures, and historical periods and continue todevelop skills in listening to, analyzing, and evaluating musicalexperiences. Enrollment and instrumentation are at thediscretion of the band director. All scheduled activities arerequired and may include evening and weekend concerts,assemblies, parades, festival/concert contests, school-sponsored events, and community activities.

BAND-PROFICIENT



Prerequisite: Band-Intermediate

This course focuses on providing advanced, moreindividualized work in research, analysis, reflection,applications and performance. Band-Proficient addresses thecompetency goals and objectives of the North CarolinaStandard Course of Study for Instrumental Music III andprovides additional extensions of these goals and objectivesas a foundation for advanced proficiencies in performance,conducting, listening, appreciation, history, analyzing,composing, the use of current technology, and researchculminating in written reports. Additionally, students mustcreate and/or maintain a portfolio which contains acombination of written, audio, or visual examples of theirwork. Participation in Band-Intermediate prepares studentsfor further instrumental studies in music.

BAND-ADVANCED



Prerequisite: Band-Proficient

This course focuses on providing advanced, moreindividualized work in research, analysis, reflection,



applications and performance. Band-Advanced is higher-levelcontinuation of Band-Intermediate and addresses thecompetency goals and objectives of the North CarolinaStandard Course of Study for Instrumental Music IV andprovides additional extensions of these goals and objectivesas a foundation for advanced proficiencies in performance,conducting, listening, appreciation, history, analyzing,composing, the use of current technology, and researchculminating in written reports.

ORCHESTRA-BEGINNING


Offered at: JHS, NHS, RHS, SBHS,SWHS, WOHS

Grade(s): 9,10,11,12

Prerequisite: None

This course is an entry level-performing ensemble for the highschool orchestra program. It offers a continuation ofinstrumental skills, individual musical development,musicianship, and performance techniques learned in themiddle school orchestra program. Instruction on individualand group technique is offered for the violin, viola, cello, andstring bass. Orchestra-Beginning is a performance-orientedclass that plays instrumental literature at levels I-IV thatinclude changes in tempi, keys, and meters and representdiverse genres, styles, cultures and historical periods.Students develop skills in improvising, composing andarranging music as well as listening to, analyzing, andevaluating musical experiences. Enrollment andinstrumentation are at the discretion of the orchestradirector. All scheduled activities are required includingconcerts, assemblies, festivals/contests, school-sponsoredevents, and community activities during the school day,evening or weekend.

ORCHESTRA-INTERMEDIATE



Grade(s): 9,10,11,12

Prerequisite: Orchestra-Beginning

This course offers refinement of orchestral and musical skillsfor high school strings students who have developed anddemonstrated appropriate instrumental practices and playwith increased technical accuracy and expression. Instructionon individual and group technique is offered for the violin,viola, cello, and string bass. This is a performance-orientedclass with emphasis on music at levels II-IV that includesmoderate technical demands, expanded ranges, and varied.Students study and perform music of varied styles, cultures,and historical periods. Students develop skills in improvising,composing, and arranging music as well as listening to,analyzing and evaluating musical experiences. Attendance atscheduled daytime, evening, and weekend rehearsals,concerts and events is required.

ORCHESTRA-PROFICIENT



Grade(s): 9,10,11,12

Prerequisite: Orchestra-Intermediate

Orchestra-Proficient addresses the competency goals andobjectives of the North Carolina Standard Course of Study forInstrumental Music III and provides additional extensions ofthese goals and objectives as a foundation for advancedproficiencies in performance, conducting, listening,appreciation, history, analyzing, composing, the use ofcurrent technology, and research culminating in writtenreports. Additionally, students must create and/or maintain aportfolio that contains a combination of written, audio, orvisual examples of their work. Participation in Orchestra-Proficient prepares students for further instrumental studiesin music. Activities may include daytime, evening andweekend participation. All scheduled activities are required.

ORCHESTRA-ADVANCED



Grade(s): 9,10,11,12

Prerequisite: Orchestra-Proficient

Orchestra-Advanced is an advanced continuation ofOrchestra Proficient. Orchestra-Advanced addresses thecompetency goals and objectives of the North CarolinaStandard Course of Study for Instrumental Music IV andprovides additional extensions of these goals and objectivesas a foundation for advanced proficiencies in performance,conducting, listening, appreciation, history, analyzing,composing, the use of current technology, and researchculminating in written reports. Additionally, students mustcreate and/or maintain a portfolio that contains acombination of written, audio, or visual examples of theirwork. Participation in Orchestra-Advanced prepares studentsfor further instrumental studies in music. Activities mayinclude daytime, evening and weekend participation. Allscheduled activities are required.

VOCAL MUSIC-BEGINNING



Prerequisite: None

Vocal Music-Beginning is an entry-level course which buildson the music education students have received in Grade K-8.It is open to all students interested in singing and musicalperformance. Vocal Music-Beginning provides students withopportunities and to sing vocal literature which may includechanges in tempi, keys, and meters and represent diversegenres, styles, historical periods, and cultures. Thefundamentals of music sight-singing, vocal techniques,ensemble and performance techniques are included.Improvising, composing and arranging music and listening to,analyzing, and evaluating musical experiences are alsofeatures of the content of this course. Activities are required



and may include evening and weekend performances. Allconcert rules apply.

VOCAL MUSIC-INTERMEDIATE



Prerequisite: None

Vocal Music-Intermediate is a mixed performing ensemble inwhich class size and enrollment are determined by vocalbalance and other musical factors as determined by theChoral Director. Vocal Music-Intermediate is a continuationof the skills learned in Vocal Music-Beginning and featuresmusic at Level III-IV, which includes moderate technicaldemands, expanded ranges, and varied interpretiverequirements. Students should be able to sight-read and havea general understanding of music theory and notation. Musicof various styles, cultures, and historical periods are includedin the repertoire of choral literature studied and performed.Performance is an important. All scheduled performances arerequired and may include evening and weekend participation.All concert rules apply.

VOCAL MUSIC-PROFICIENT



Prerequisite: None

The focus of this course is to provide more individualizedwork in research, analysis, reflection, application andperformance. Vocal Music-Proficient addresses thecompetency goals and objectives of the North CarolinaStandard Course of Study for Vocal Music Proficient andprovides additional extensions of these goals and objectivesas a foundation for advanced proficiencies in performance,conducting, listening, appreciation, history, analyzing,composing, the use of current technology, and researchculminating in written reports. Additionally, students mustcreate and/or maintain a portfolio that contains acombination of written, audio, or visual examples of theirwork. Participation in Vocal Music-Proficient preparesstudents for further vocal studies in music. Performance is animportant and required component of this course and mayrequire evening and weekend participation. All concert rulesapply.

VOCAL MUSIC-ADVANCED



Prerequisite: None

Vocal Music-Advanced is an advanced continuation of VocalMusic Proficient. Vocal Music-Advanced addresses thecompetency goals and objectives of the North CarolinaStandard Course of Study for Vocal Music Advanced andprovides additional extensions of these goals and objectivesas a foundation for advanced proficiencies in performance,conducting, listening, appreciation, history, analyzing,

composing, the use of current technology, and researchculminating in written reports. Additionally, students mustcreate and/or maintain a portfolio that contains acombination of written, audio, or visual examples of theirwork. Participation in Vocal Music-Advanced preparesstudents for further vocal studies in music. Performance is animportant and required component of this course and mayrequire evening and weekend participation. All concert rulesapply.

GUITAR-BEGINNING

Course Code: Beginning MusicSpecialization

Fee (if applicable): $10

Offered at: DHS, RHS, SBHS,SWHS, WOHS

Grade(s): 9,10,11,12

Prerequisite: None

This course offers an introduction to instrumental playing andperformance through the guitar. Students will acquireinstrumental skills, reading music, and individual musicaldevelopment, musicianship, and performance techniques.Beginning Guitar is a performance oriented class withemphasis on music at level 1. This a primarily a classical guitarcourse. Some emphasis may include, other forms of guitarplaying such as rock or jazz. Students will develop skills usingchords, fingerpicking, and strumming techniques. Music ofvaried styles cultures and historical periods will be studiedand played. Students will develop skills in listening to,analyzing, and evaluating musical experiences.

DIGITAL MUSIC-BEGINNING


Fee (if applicable): n/a

Offered at: WOHS Grade(s): 9,10,11,12

Prerequisite: None

The Digital Music course will introduce students to the toolsand techniques for creating music digitally. Students will learnabout basic sound design, mixing and creation in the digitalplatform. The class will use musictheory.net, soundation.comand Ableton Live-Lite to create music compositions. AbletonLive-Lite is an industry standard program that is used bycomposers of movie scores, gaming industry and songwriters. The class will learn some basic music literacy as wellas keyboard skills. Although a previous music course ishelpful, it is not required.

JAZZ ENSEMBLE



Offered at: JHS, WOHS Grade(s): 9,10,11,12

Prerequisite: None

The Jazz Ensemble dedicates itself to the study of jazz. TheJazz Ensemble studies many different styles and performsregularly throughout the community. Students will beexposed to theory, improvisation, and an introduction to themajor contributors of this fine American art form. This class



meets before or after school at some schools and during theschool day at others. Please check with the band director atyour school for scheduling specifics.

MARCHING BAND



Offered at: All Schools Grade(s): 9,10,11,12

Prerequisite: None

Marching Band is a highly motivated performance group. TheBand’s main goal is to develop, learn and provide a visual andmusical experience for all its members and its audience. TheMarching Band has many performance obligations. Throughthese performances the students will grow as musicians andperformers. The students will learn music fundamentalsaccording the Beginning Music Specialization EssentialStandards. Half way through the semester the students willtransition to indoor ensembles. Please check with the banddirector at your school for scheduling and course specifics.

MUSIC APPRECIATION



Offered at: JHS, SWHS Grade(s): 9,10,11,12

Prerequisite: None

Through the study of a variety of music literature, studentsdevelop an understanding and appreciation of music as a finearts form. Historical and contemporary contributions ofvarious cultures and geographic influences are importantelements of this course. Students will listen to, analyze, andevaluate music and develop and understanding of music inrelation to history, culture, and other content areas. Thiscourse is designed for students that have not taken aperformance ensemble class before, but it will enrich andincrease understanding if those students chose to take theclass.

MUSIC THEORY-ADVANCED PLACEMENT


Offered at: JHS, SBHS Grade(s): 11,12

Prerequisite: None

AP Music Theory is designed for the serious music student.The course reflects the content and level of skills of a first-year college music course. The goal of this course is todevelop a student’s ability to recognize, understand, anddescribe the basic materials and processes of music that areheard or presented in a musical score. Students developaural, sight-singing, written, compositional, and analyticalskills through listening, performance, written, creative andanalytical activities and assignments. Additional emphasis isplaced music styles and cultural and historical influences.Students taking this course are encouraged to take the APexam.


PERCUSSION ENSEMBLE




Prerequisite: None

This course is designed for students who are participating inmarching and front ensemble percussion during the fallsemester. Students will also perform together as an ensembleusing literature for percussion ensembles and wind bandsafter the marching season. In order to be in this class thestudent must be a part of the marching percussion or frontensemble percussion of the marching band.

PIANO-BEGINNING




Prerequisite: None

Beginning piano will provide a positive music learningexperience for each student through the development ofpiano skills. The performance-based course will provideinstruction so that varying degrees of ability can be effectivelyaddressed. Students will receive an introduction to basicpiano skills as a basis for further study should they desire tocontinue.

PIANO-INTERMEDIATE

Course Code: Intermediate MusicSpecialization



Prerequisite: None

Intermediate piano will build on the foundation of studentsfrom the beginning level and continue the development ofkeyboard techniques through the continued application ofbasic music theory and applied practice of appropriate pianoliterature.

WORLD MUSIC




Prerequisite: None

World Music is designed specifically for students who want tolearn more about the different aspects of world music and itsofferings, but without the restriction of being in aninstrumental music performance class. Throughout thecourse of the semester, students will learn how and whymusic is important in our society and different parts of theworld. Students will be playing of various hand drums andworld percussion instruments, in addition to performing,



improvising, listening to and analyzing different styles ofmusic, and the completion of creative, meaningful projects.In a world and country where so many of us need tounderstand the cultures that are all around us, this course willalso help to broaden the minds of our students to learn howto be more accepting of these cultures and their traditions.

DANCE-BEGINNING


Offered at: NHS, RHS Grade(s): 9,10,11,12

Prerequisite: None

Dance-Beginning explores movement as a creative andtechnical art form. Student learning includes opportunities todevelop kinesthetic awareness, proper body alignment,physical strength, flexibility, endurance, and care of the danceinstrument while exploring improvisational and expressivemovement and basic ballet, jazz, and modern dancetechnique. Dance elements and basic principles ofcomposition are studied and practiced. Through danceensemble work, students use creative and critical thinkingskills to create and communicate meaning through dancemovement. Students experience the role of bothchoreographer and dancer and have opportunities to presenttheir work. Through the study of dance in various cultures andhistorical periods, students broaden their understanding ofdance as an art form. Students will explore a variety of careeropportunities in dance as well as connections with other artforms and subject areas. No auditions required.

DANCE-INTERMEDIATE



Prerequisite: None

Dance-Intermediate emphasizes students' acquisition ofintermediate movement skills and refined motor controlthrough the study of various ballet, jazz, and modern dancetechniques. Students learn to take responsibility for theirpersonal health and to care for their dance instrument.Through dance ensemble work, students continue to exploreimprovisation, dance elements, and composition as bothdancer and choreographer. Students present the skills theyhave learned to selected audiences and learn basictechnical/theatrical skills for dance production. Studentsextend their understanding of dance as an art form through aconsideration of aesthetic and philosophical perspectives.Further awareness is enhanced through the study of dancehistory from ancient to medieval periods, the exploration ofdance through a variety of cultural contexts, and dance as acareer choice.

DANCE-PROFICIENT



Prerequisite: None

Dance-Proficient emphasizes the study of dance as a creativeand expressive art form. Students demonstrate acommitment to personal fitness and to attaining anintermediate level of technical skill and performing withgreater fluency, precision, and articulation. Students combinethe use of improvisation, dance elements, choreographicprinciples, and technical/theatrical elements to explore thecreation of meaningful dance compositions. Students areencouraged to communicate personal feelings, thoughts,ideas, and concepts through the skillful use of dancemovement and to present their choreography to selectedaudiences. Through the use of aesthetic criteria, studentsanalyze and evaluate in a constructive manner the impact oftheir own choreography and the work of others. Studentsexplore integration through the creation of interdisciplinaryprojects and continue their study of dance through culturaland historical viewpoints. Students will maintain a danceportfolio of written and/or visual samples of student work.This portfolio will contain the student’s choreographic workscomposed by them, written critiques of two danceperformances that the student will attend on their own time,and ten self-evaluations that pertain to how the student seesthemselves growing as a dancer and choreographer.

DANCE-ADVANCED



Prerequisite: None

Dance-Advanced provides students with the opportunity todevelop an advanced level of dance technique and refinetheir skills as both choreographer and performer. Studentsapply their creative and technical knowledge and skillsthrough a variety of production and performanceopportunities. Using expanded aesthetic criteria students willanalyze and evaluate their own choreography as well asworks of others. Students strive to clearly express ideas asthey examine the creative process of integrating movementwith choreographic intent. Studies include the purposes ofdance, dance genres and styles, artistic conflicts andresolutions, innovations, social issues, technologicalapplications, and significant contributors. Students learn toassess personal health and fitness, develop and achievepersonal dance goals, and integrate knowledge and skills witha variety of other content areas. Students will maintain adance portfolio of written and/or visual samples of studentwork. This portfolio will contain the student’s choreographicworks composed by them, written critiques of two danceperformances that the student will attend on their own time,and ten self-evaluations that pertain to how the student seesthemselves growing as a dancer and choreographer.Students will expand their choreographic and teaching skillsby leading warm-ups, center floor work, across the floorcombinations, and center floor combinations. Students willalso be expected to choreograph a dance composition thatwill be performed by the other students in the class.



THEATRE ARTS-BEGINNING



Prerequisite: None

Theatre Arts-Beginning promotes learning the essentialvocabulary and processes of theatre as well as reading,writing, and researching theatre literature, acting andtechnical theatre. Acting experience in this course includesexploring the concepts of self, body and voice work,improvisation, acting techniques, and reading and writingrelated to theatre study. In addition, students learn about andreflect on aspects of theatre through history and in differentcultures, as well as the various forms of theatre and theatre-related media. Students have opportunities for practicalapplication of knowledge in informal productions. This coursedevelops creativity and spontaneity in those studentswanting to explore theatre, as well as those who wish tocommit to a theatre program. Students create a portfolio orcollection of their work and related activities that can grow asa result of subsequent theatre arts courses.

THEATRE ARTS-INTERMEDIATE



Prerequisite: None

Theatre Arts-Intermediate is for students who wish tocontinue their exploration of theatre arts. It is a more detailedstudy of theatre vocabulary, reading and writing of theatreliterature, acting, and technical theatre. The actingexperience in Theatre Arts-Intermediate furthers theexploration of the concepts of self, body and voice work,improvisation, acting techniques, and reading and writing. Inaddition, students analyze and critique work developed bythemselves or other students, as well as that generatedthroughout history and in various cultures. This coursedevelops students' knowledge base, expands theirunderstanding of theatre, and begins the application oflearning in forms of theatre and theatre-related mediathrough informal and formal productions. Students continueto add to their portfolio or collection of their work and relatedactivities to illustrate their growing comprehension of theatrearts.

THEATRE ARTS-PROFICIENT



Prerequisite: None

Theatre Arts-Proficient is for students who wish to continueto study and develop their knowledge of theatre arts on amore challenging level. This course involves the applied studyof theatre vocabulary, reading and writing of theatreliterature, acting, and technical theatre. Acting experience inTheatre Arts-Proficient continues and refines the explorationof the concepts of self, body and voice work, improvisation,acting techniques, and reading and writing. In addition,students begin to practice individual analysis and critiquing of

student work to develop a personal understanding of theatrearts by utilizing the knowledge base gained in previous study.Theatre study at this level places a greater emphasis on theexecution of skills, ensemble work, and collaboration withother student artists. Students use a wider variety of theatreliterature and styles from theatre and various cultures informs of theatre and theatre related media through informaland formal productions. Students continue to add to theirportfolio or collection of work and related activities toillustrate their growing understanding of accomplishments intheatre arts.

THEATRE ARTS-ADVANCED



Prerequisite: None

Theatre Arts-Advanced is for students who wish to completethe broad-based study of theatre arts. Through moreindependent study and increased production responsibilities,study in Theatre Arts-Advanced involves the application ofexpertise prepared for and acquired in previous theatre artsstudies. Analysis of theatre processes, self-motivation,personal discipline and more demanding projects in directing,design, and writing are emphasized. The acting experience inTheatre Arts-Advanced concludes the exploration of theconcepts of self, body and voice work, improvisation, actingtechniques, and reading and writing. Independent work inthis course develops commitment, helps students formaesthetic judgments and refine artistic choices. Studentsfinish and evaluate their portfolio, or collection of their workand related activities, to illustrate their learning, experiences,accomplishments and growth in theatre arts.

VISUAL ARTS-BEGINNING



Prerequisite: None

Performing and Visual Arts-Beginning is designed to reinforceand build on knowledge and skills developed at theelementary and middle school levels. It is the foundation levelfor art study throughout high school. The course is primarilydevoted to deliberate and systematic presentations ofvarious art processes, procedures, theories, and historicaldevelopments. Students will have experiences in producingtwo-dimensional and three-dimensional artworks. The courseemphasizes the study of the elements of art and principles ofdesign, color theory, vocabulary, art criticism, art history, andsafety in the art room. The approach to art experiences duringthis time is experimental in terms of materials. Students areprovided a strong foundation in design, drawing andvocabulary in a teacher-structured environment. Problemsolving and decision making are emphasized throughoutPerforming and Visual Arts-Beginning.



VISUAL ARTS-INTERMEDIATE



Prerequisite: None

Performing and Visual Arts-Intermediate builds on thestudent's technical skills and foundation of knowledgedeveloped in Performing and Visual Arts-Beginning. The studyof the elements of art and principles of design, color theory,vocabulary, and art history continues in Performing andVisual Arts-Intermediate in a less teacher-directed situation.Various art processes, procedures, and theories arepresented in a problem-solving manner which allows forindependent choices and personal solutions to problems. Theapproach to art experiences is less experimental and basedmore on informed choices. Student research of art and artistsis a major source for gaining knowledge and understanding ofpast and present art forms. A greater flexible and fluent useof the elements of art and principles of design, color, theory,and vocabulary is stressed in Performing and Visual Arts-Intermediate.

VISUAL ARTS-PROFICIENT



Prerequisite: None

Performing and Visual Arts-Proficient builds on skills fromPerforming and Visual Arts-Intermediate with a more in-depth approach to the study of art processes and techniques,aesthetic issues, art criticism and art history. Teachers helpstudents form goals, become familiar with careers, anddevelop work habits of professionals. Knowledge of the artsin relation to culture, history, other disciplines, and careerswill be promoted through visual, verbal, and written means.Art history, criticism, and aesthetics will be studied inconjunction with selected artworks and will lead todevelopment of a personal philosophy of art. In Performingand Visual Arts-Proficient, students will assemble a portfoliobased on technical quality, personal style, direction, and itsintended purpose.

VISUAL ARTS-ADVANCED



Prerequisite: None

In Performing and Visual Arts-Advanced students develop,clarify, and apply their philosophy of art and art makingdeveloped in Performing and Visual Arts-Proficient throughin-depth, independent, and advanced explorations withmedia, techniques, processes, and aesthetics. Exceptionalinitiative, serious involvement, and commitment areexpectations of the Performing and Visual Arts-Advancedstudent. A portfolio evidencing high quality, a broad base ofknowledge, and in-depth understanding of personal art formsis developed and refined. Students take part in planning andinstalling an exhibition of their work.

ART OF FASHION-INTERMEDIATE

Course Code: Visual ArtsSpecialization Intermediate



Prerequisite: Visual Arts-Beginning

In this course, you will learn methods of designing fashion,how to build a body of research on fashion, how to useinspirations in the design process, how fabric knowledge andcolor principles strengthen a designer’s message, and how toevolve your own vision. History of fashion design is coveredalong with a recognition of the evolutions and revolutions infashion. Intermediate art courses build on the technical skillsand foundation of knowledge developed in Art I. The study ofthe elements of art and principles of design, color theory,vocabulary, and art history continues in intermediate coursesin a less teacher-directed situation. Various art processes,procedures, and theories are presented in a problem-solvingmanner that allows for independent choices and personalsolutions to problems. The approach is less experimental andbased more on informed choices. Student research of art andartists is a major source for gaining knowledge andunderstanding of past and present art forms. A greaterflexible and fluent use of the elements of art and principles ofdesign, color, theory, and vocabulary is stressed.

ART HISTORY-ADVANCED PLACEMENT



Prerequisite: None

This course is designed to provide the same benefits tosecondary school students as those provided by anintroductory college course in art history: an understandingand knowledge of architecture, sculpture, painting, and otherforms within diverse historical and cultural contexts. In thecourse, students examine and critically analyze major formsof artistic expression from the past and present from a varietyof cultures. While visual analysis is the fundamental tool ofthe art historian, art history also emphasizes understandingworks in context, considering such issues as patronage,gender, and the functions and effects of works of art. Thestudy of art history promotes aesthetic awareness and visualliteracy which are interdisciplinary and cross-curricular skillsthat are critical in all areas of study. This course requires ahigh level of commitment to academic work. Students areencouraged to take the College Board AP Art History examand may receive college credit depending upon how high thescore. Please note that AP Art History is an ACADEMIC course.No Art courses are required as a prerequisite and no previousart skills are necessary.



CERAMICS-BEGINNING

Course Code: Visual ArtsSpecialization Beginning



Prerequisite: None

In this class, students will learn the properties of clay and howto utilize the material in a variety of materials. The studentwill be exposed to three-dimensional artwork creation byutilizing various media. Students will learn the proper use ofceramic’s materials and experience the basic techniques ofbeginning building methods, clay characteristics, and glazingand firing procedures. Students will learn how to create avariety of functional objects which include coasters, pots, andfigurines. Techniques learned include slab method, coiling,pinching, and carving. Student learning will also beconstructed by research engagement using multi-mediapresentations, drawing, reading, journaling, and writingassignments designed to increase the student’s levels ofvisual mastery. Vocabulary and history will be integrated tocreate a more holistic classroom experience.

CERAMICS-INTERMEDIATE




Prerequisite: None

Students will expand upon the basic skills developed inCeramics I to create a variety of 3-D media that may includeexpansion upon previous projects to invoke a senseof proficiency with basic foundational techniques. Projectsinclude but aren't limited to: serving trays, hiddencompartments within sculptures, and figurines. Introductionand experimentation of the pottery wheel will also beaddressed to create basic dinnerware such as mugs and pots.Also, the use of mentoring and collaboration with fellowstudents will be integrated into the program for a richerexperience. Video discussions, introduction intocontemporary sculptural artists, and journal entries will alsobe an integral part of the classroom process.

DRAWING AND PAINTING-INTERMEDIATE



Offered at: DHS (Proficient,Advanced), WOHS (Intermediate)

Grade(s): 9,10,11,12


Students will experience activities using watercolor, acrylic,tempera, and oil paint, as well as, graphite, charcoal, coloredpencil, and ink techniques of drawing. Students will continueto refine skills in drawing and painting while exploringconnections to history and culture. Intermediate art coursesbuild on the technical skills and foundation of knowledgedeveloped in Art I. The study of the elements of art andprinciples of design, color theory, vocabulary, and art historycontinues in intermediate courses in a less teacher-directedsituation. Various art processes, procedures, and theories are

presented in a problem-solving manner that allows forindependent choices and personal solutions to problems. Theapproach is less experimental and based more on informedchoices. Student research of art and artists is a major sourcefor gaining knowledge and understanding of past and presentart forms. A greater flexible and fluent use of the elements ofart and principles of design, color, theory, and vocabulary isstressed. A proficient level of this course is also offered forfurther study.

ELECTRONIC ART-INTERMEDIATE





Students will learn photographic techniques and the use of adarkroom to develop black and white photographs. Studentswill explore videographic and editing techniques includingClaymation and stop action. Students will experiencecomputer graphics using a variety of different softwareprograms. Intermediate art courses build on the technicalskills and foundation of knowledge developed in Art I. Thestudy of the elements of art and principles of design, colortheory, vocabulary, and art history continues in intermediatecourses in a less teacher-directed situation. Various artprocesses, procedures, and theories are presented in aproblem-solving manner that allows for independent choicesand personal solutions to problems. The approach is lessexperimental and based more on informed choices. Studentresearch of art and artists is a major source for gainingknowledge and understanding of past and present art forms.A greater flexible and fluent use of the elements of art andprinciples of design, color, theory, and vocabulary is stressed.A proficient level of this course is also offered for furtherstudy.

FIBER ART-INTERMEDIATE





This course, focused on fiber and textile art, will includeinstruction in weaving, felting, paper-making, batik, quilting,and yarn crafts. Information will be learned about thecultures which participate in certain fiber crafts and thehistory of these crafts. Intermediate art courses build on thetechnical skills and foundation of knowledge developed in ArtI. The study of the elements of art and principles of design,color theory, vocabulary, and art history continues inintermediate courses in a less teacher-directed situation.Various art processes, procedures, and theories arepresented in a problem-solving manner that allows forindependent choices and personal solutions to problems. Theapproach is less experimental and based more on informedchoices. Student research of art and artists is a major sourcefor gaining knowledge and understanding of past and presentart forms. A greater flexible and fluent use of the elements of



art and principles of design, color, theory, and vocabulary isstressed.

GLOBAL FOLK ART-INTERMEDIATE





This course offers students the opportunity to explore worldcultures through art. Systematic study of life events, rituals,and the art that surrounds them in different cultures providethe content for the course. This course will include craft-making from cultures from the Americas to Asia and Africaand beyond. A service-learning component involving fair –trade will be included. Intermediate art courses build on thetechnical skills and foundation of knowledge developed in ArtI. The study of the elements of art and principles of design,color theory, vocabulary, and art history continues inintermediate courses in a less teacher-directed situation. Theapproach is less experimental and based more on informedchoices. Student research of art and artists is a major sourcefor gaining knowledge and understanding of past and presentart forms. A greater flexible and fluent use of the elements ofart and principles of design, color, theory, and vocabulary isstressed. A proficient level of this course is also offered forfurther study.

SCULPTURE AND CERAMICS-INTERMEDIATE


Fee (if applicable):

Offered at: DHS (Proficient,Advanced), WOHS (Intermediate)

Grade(s): 9,10,11,12


Students will learn the history, vocabulary and process ofdesigning and producing sculptural and ceramic art objects,including: forming and shaping clay by a variety of methods,technical information, application of glazes, stacking, andfiring the kiln, and control of materials and design. Studentsshould anticipate additional costs for materials of individualprojects. Additionally, students will create sculptures usingboth additive and subtractive methods. Intermediate artcourses build on the technical skills and foundation ofknowledge developed in Art I. The study of the elements ofart and principles of design, color theory, vocabulary, and arthistory continues in intermediate courses in a less teacher-directed situation. The approach is less experimental andbased more on informed choices. Student research of art andartists is a major source for gaining knowledge andunderstanding of past and present art forms. A proficientlevel of this course is offered for further study.

STUDIO ART: 2D DESIGN PORTFOLIO-ADVANCEDPLACEMENT


Offered at: WOHS Grade(s): 12

Prerequisite: None

The advanced Placement (AP) Two-Dimensional DesignPortfolio course enables highly motivated high schoolstudents to do college-level work. This portfolio is intendedto address a very broad interpretation of 2-D issues. Studentsare asked to demonstrate proficiency in 2-D design using avariety of art forms. Students will fulfill the requirements forthe submission of a portfolio to the AP College Board. Thecourse will include, but not be limited to, graphic design,digital imaging, photography, collage, fabric design,illustration, painting and printmaking. Each student isexpected to submit a portfolio of work (either for the exam orfor the instructor) for evaluation at the end of the school Year.

STUDIO ART: 3D DESIGN PORTFOLIO-ADVANCEDPLACEMENT


Offered at: WOHS Grade(s): 11,12

Prerequisite: None

Work on the 3D design portfolio is intended to addresssculptural issues. Design involves purposeful decision makingabout using the elements and principles of art in anintegrative way. In the 3-D Design Portfolio, students areasked to demonstrate their understanding of designprinciples as they relate to the integration of depth and space,volume and surface. The principles of design (unity/variety,balance, emphasis, contrast, rhythm, repetition,proportion/scale, and occupied/unoccupied space) can bearticulated through the visual elements (mass, volume,color/light, form, plane, line, texture). For this portfolio,students are asked to demonstrate mastery of 3-D designthrough any three-dimensional approach, including, but notlimited to, figurative or nonfigurative sculpture, architecturalmodels, metal work, ceramics, glass work, installation,assemblage and 3-D fabric/fiber arts. There is no preferred (orunacceptable) style or content.

STUDIO ART: DRAWING-ADVANCED PLACEMENT


Offered at: NHS, WOHS Grade(s): 12

Prerequisite: None

The advanced Placement (AP) Studio Art program makes itpossible for highly motivated high school students to docollege-level work. Students will complete teacher directedassignments while also developing an individualized“concentration” that is an in-depth, personal commitment toa particular artistic concern. This course is designed toaddress a very broad interpretation of drawing issues.Students will be fulfilling the requirements for the submissionof a portfolio to the AP College Board. Writing about artworkis a major component of the course. Each student is expectedto submit a portfolio of work (either for the exam or for theinstructor) for evaluation at the end of the school year. Thiscourse involves significantly more time and commitment thanmost high school art courses and is intended for studentsseriously committed to the study of art.



Specific performing and visual arts courses, along with their associated proficiency levels, arelisted below. Please contact the individual school for more detailed information about any ofthe offerings listed in this Course of Study.

Dixon High School Beginning Intermediate Proficient Advanced

Concert Band Band X X X X

Marching Band Band X

Marching Band – Percussion Band X

Wind Ensemble Band X X X

Guitar Music Specialization X

Piano Music Specialization X

Visual Art Visual Arts X X

Drawing and Painting Visual Arts Specialization X X

Sculpture and Ceramics Visual Arts Specialization X X

Chamber Chorus Vocal Music X X

Concert Chorus Vocal Music X X X

Vocal Music Vocal Music X X

Jacksonville High School Beginning Intermediate Proficient Advanced

Cardinal Jazz Band Band X X

Concert Band Band X


Wind Ensemble Band X X

Music Appreciation Music Specialization X

Chamber Orchestra Orchestra X X

Stringed Orchestra Orchestra X X X

Visual Arts I Visual Arts X

Visual Arts II Visual Arts X

Visual Arts III Visual Arts X

Visual Arts IV Visual Arts X

Ceramics I Visual Arts Specialization X

Ceramics II Visual Arts Specialization X

Cardinal Singers Vocal Music X X

Cardinal Voice Vocal Music X X

Chamber Singers Vocal Music X X

Mixed Chorale Vocal Music X X

Northside High School Beginning Intermediate Proficient Advanced

Marching Band – Percussion Band X

Marching Band – Winds Band X

Concert Band Band X X X

Wind Ensemble Band X X X

Dance Dance X X X X

Music Theory Music Specialization X


Music History Music Specialization X

Music Technology Music Specialization X

Orchestra Orchestra X X

Visual Arts I Visual Arts X X X X

AP Studio Art – 2D Visual Arts X

AP Art History Visual Arts X

Concert Choir Vocal Music X X X X

Show Choir Vocal Music X



Richlands High School Beginning Intermediate Proficient Advanced


Symphonic Band Band X X

Symphonic Orchestra Band X X X X

Orchestra Orchestra X X X X

Visual Art Visual Arts X X X X

Chamber Choir Vocal Music X X

Concert Choir Vocal Music X X

Girls Chorus Vocal Music X X

Southwest High School Beginning Intermediate Proficient Advanced


Band Band X X X X

Guitar Music Specialization X


Music Appreciation Music Specialization X


Visual Arts Visual Arts X X X X

Vocal Music Vocal Music X X X X

Swansboro High School Beginning Intermediate Proficient Advanced

Band Band X X X

Marching Band Music Specialization X

Guitar Music Specialization X X

Piano Music Specialization X X


Theatre Arts Theatre Arts X X X X

Visual Arts Visual Arts X X X X

Ceramics Visual Arts Specialization X X

Vocal Music Vocal Music X X X X

White Oak High School Beginning Intermediate Proficient Advanced

Fall Concert Band Band X

Freshman Band Band X

Symphonic Band Band X

Wind Ensemble Band X

Beginning Guitar Music Specialization X

Beginning Piano Music Specialization X

Digital Music Music Specialization X

Jazz Ensemble Music Specialization X

Marching Band Music Specialization X

Show Choir Music Specialization X

World Music Music Specialization X

Theatre Arts Theatre Arts X X X X

Visual Art I Visual Arts X

Drawing and Painting Visual Arts Specialization X X

Electronic Art Visual Arts Specialization X X

Fashion and Design Visual Arts Specialization X

Fiber Art Visual Arts Specialization X

Global/Folk Art Visual Arts Specialization X

Sculpture and Ceramics Visual Arts Specialization X X

Chamber Choir Vocal Music X X

Concert Choir Vocal Music X

Freshman Choir Vocal Music X X


HEALTH AND PHYSICAL EDUCATION

The Healthful Living Education program promotes behaviors that contribute to a healthy lifestyle and improved quality of lifefor all students. The Healthful Living Education portions of the Essential State Standards support and reinforce standards andobjectives of its two major components – health education and physical education. Fit, healthy students who are present andalert in school have a head start on academic performance.

One credit in Health and Physical Education is required for graduation. Additionally, as part of the Future-Ready Core Courseof Study, House Bill 837 G.S. 115c-81 requires that instruction in cardiopulmonary resuscitation (CPR) be included in the NorthCarolina Graduation Requirement of a Health and Physical Education credit for students entering ninth grade in 2011-2012and later.

HEALTH & PHYSICAL EDUCATION



Prerequisite: None

Health and Physical Education is a required course offeredduring the freshman year. The Health Curriculum consists oflife skills that will help students in coping with daily situations.These skills include: wellness, mental health, nutrition,relationships, family life, CPR, stress management, as well asthe negative effects of tobacco, alcohol, and drug use.Physical Education Units are planned to enhance each of thefour components of health related fitness; cardiovascularendurance, strength and muscular endurance, flexibility, andbody composition. Units of individual and team sports will beincluded as well. Students will be given the opportunity toearn American Red Cross certifications in CPR/First Aid/AED.Furthermore, this class will prepare students for thesuccessful completion of further certification in CertifiedPersonal Trainer (CPT), and Certified Strength andConditioning Specialist (CSCS) and will provide students withthe knowledge for entrance into the college program ofAthletic Trainer-Certified (ATC).

ADVANCED PHYSICAL EDUCATION I - 60292X0CA1

ADVANCED PHYSICAL EDUCATION II - 60292X0CA2

ADVANCED PHYSICAL EDUCATION III - 60292X0CA3

ADVANCED PHYSICAL EDUCATION IV - 60292X0CA4

Course Code: See Above Fee (if applicable): n/a

Offered at: DHS, JHS, NHS, SBHS,SWHS, WOHS

Grade(s): 9,10,11,12

Prerequisite: Health & Physical Education

This course is designed to allow the students an opportunityto gain a well-rounded physical education for life-longactivities. The students are given an opportunity toparticipate in a variety of activities such as: basketball,softball, track, volleyball, soccer, flag football, weight training,physical conditioning, and tennis. Emphasis is placed on therefinement and improvement of skills in each sport.

WEIGHT TRAINING

Offered at: All High Schools Fee (if applicable): n/a

Prerequisite: Successful Completion of Health and PhysicalEducation

BOYS/SPRING-Grade: 9 Course Code: 60292X0W1S

BOYS/FALL-Grade: 10 Course Code: 60292X0W2F






GIRLS/SPRING-Grade: 9 Course Code: 60292X0W55

GIRLS/FALL-Grade: 10 Course Code: 60292X0W6F

GIRLS/SPRING-Grade: 10 Course Code: 60292X0W6S





PHYSICAL FITNESS I


Offered at: SBHS, SWHS Grade(s): 10,11,12


This course emphasizes regular participation in a variety ofenjoyable fitness activities that promote a healthy andwellness-oriented lifestyle. This is an individual health-relatedfitness course in which the students, through activeparticipation, develop knowledge and skills to provideenjoyment in the areas of cardiovascular fitness, flexibilityand muscular strength/endurance.


HEALTH AND PHYSICAL EDUCATION

SPORTS MEDICINE I



Prerequisite: None

This course is for those who have interest in human anatomyand physiology, biology, and medicine. Course emphasis willbe on the role of an athletic trainer, the legal aspects of sportsmedicine, basic taping and bandaging, first aid and CPR,anatomy and physiology, EMT skills, sports equipment, andemergency procedures. The sports medicine students mayalso voluntarily work in a managerial status with the athleticteams. Students will be given the opportunity to earnAmerican Red Cross certifications in CPR/First Aid/AED.Furthermore, this class will prepare students for thesuccessful completion of further certification in CertifiedPersonal Trainer (CPT), and Certified Strength andConditioning Specialist (CSCS) and will provide students withthe knowledge for entrance into the college program ofAthletic Trainer-Certified (ATC).

SPORTS MEDICINE II



Prerequisite: Sports Medicine I

Recommendation: Biology

This course is a continuation course for those students with ademonstrated proficiency or interest in sports medicine. Thiscourse is by teacher selection only. Each student mayvoluntarily work with an athletic team, for which they willhave the responsibility of carrying out the fundamentals ofsports medicine. All student athletic trainers will work underthe guidance of the Athletic Trainer and the coach. Thecourse will emphasize injury prevention, evaluation ofinjuries, and rehabilitation of injuries. There will also be athorough review and further teaching in anatomy andphysiology. Students will be given the opportunity to earnAmerican Red Cross certifications in CPR/First Aid/AED.Furthermore, this class will prepare students for thesuccessful completion of further certification in CertifiedPersonal Trainer (CPT), and Certified Strength andConditioning Specialist (CSCS) and will provide students withthe knowledge for entrance into the college program ofAthletic Trainer-Certified (ATC).

SPORTS MEDICINE III


Offered at: SBHS, WOHS Grade(s): 11,12

Prerequisite: Sports Medicine II

This course is a continuation course for those students with ademonstrated proficiency or interest in sports medicine. Thiscourse is by teacher selection only. Each student mayvoluntarily work with an athletic team, for which they willhave the responsibility of carrying out the fundamentals ofsports medicine. All student athletic trainers will work underthe guidance of the Athletic Trainer and the coach. Thecourse will emphasize injury prevention, evaluation ofinjuries, and rehabilitation of injuries. There will be anexpansion in fields of biomechanics, physiology, sportspsychology, sports management and nutrition. Advancedtaping and bracing techniques will be taught. Students will bedirectly involved in the rehabilitation process. Select studentswill be provided internships at a Physical Therapy clinic.Students will be given the opportunity to earn American RedCross certifications in CPR/First Aid/AED. Furthermore, thisclass will prepare students for the successful completion offurther certification in Certified Personal Trainer (CPT), andCertified Strength and Conditioning Specialist (CSCS) and willprovide students with the knowledge for entrance into thecollege program of Athletic Trainer-Certified (ATC).

TEAM SPORTS

Course Code: 60292X0CTS Fee (if applicable): n/a



This is a high level fitness class offered to students who wishto participate in athletics. The focus of the class will beimproving sport specific skills and sports related fitnesscomponents such as: muscular strength and endurance,balance, coordination, speed, agility, and cardio respiratoryendurance.


WORLD LANGUAGES

In this ever-changing world, we have many diverse cultural and linguistic groups converging. The study of a world languagebecomes extremely important. The benefits of effective second language instruction focus on the role of the individual in amultilingual, global society. Students in World Language programs also tend to demonstrate greater cognitive development,creativity and divergent thinking. The learner will also develop insight into the nature of language and culture by comparinghis/her own language and cultures to others.

For students following the Future-Ready Core Course of Study, World Languages is recommended as one of the concentrationareas of focus. Although two levels of world languages are no longer a high school graduation requirement, they are part ofthe minimum requisite for admission to the UNC system and most colleges in the nation. The World Language electiveofferings vary from school to school.

Middle school students in Onslow County Schools may take world language courses that will count as a high school credit.Therefore, if a student successfully completes Level I of a world language course in middle school, he/she may register forLevel II of that same world language at grade 9. To receive this credit, the student must have received a passing grade as thecombined scores of the course grade and any world languages local assessment. While the courses will receive high schoolcredit, the students’ GPA will be computed with courses taken only during the high school years.

SPANISH I



Prerequisite: None

This course is an introduction to the study of the Spanishlanguage and its culture. Students perform the most basicfunctions of the language and become familiar with someelements of its culture. Emphasis is placed on thedevelopment of the four skills of listening, speaking, reading,and writing within a given context extending outside of theclassroom setting when possible. The content focuses on thestudents' lives and experiences, and includes an exposure toeveryday customs and lifestyles. A general introduction to theculture, its products (e.g., literature, laws, foods, games),perspectives (e.g., attitudes, values, beliefs), and practices(patterns of social interaction) is integrated throughout thecourse. Students acquire some insight into how languagesand cultures work by comparing the target language andculture(s) to their own.

SPANISH II



Prerequisite: Spanish Level I or have placed out of Level Idue to previous language study and/or establishedproficiency.

This course provides students with opportunities to continuethe development of their listening, speaking, reading, andwriting skills. Students will participate in short conversationalsituations by utilizing learned elements of the language orallyand in writing. Students are able to satisfy basic survival needsand interact on issues of everyday life in the present time andpast time through conversation and by composing relatedsentences which narrate, describe, compare, and summarizefamiliar topics from the target culture. Focus is placed onunderstanding main ideas in simple texts and developing abetter understanding of the similarities and differencesbetween cultures and languages. Students examine theinfluence of the beliefs and values on the target culture(s

SPANISH III - HONORS



Prerequisite: Students enrolled in this course have eithersuccessfully completed the Level I and II courses or haveplaced out of Levels I and II due to previous language studyand/or established proficiency.

Students receive additional opportunities to expand theirlistening, speaking, reading, and writing skills as they createwith the language and access various materials (short literarytexts, authentic materials, technical manuals and othermedia) on generally familiar topics. Students satisfy limitedcommunication and social interaction demands, as well asinitiate and maintain face-to-face communication. Throughthe use of various verb tenses, students will create, narrate,compose and describe culturally relevant topics in a series ofsentences. Students continue to refine their knowledge andunderstanding of the target language/culture(s) and theirown by examining the interrelationship cultures, bydemonstrating behaviors appropriate in target cultures, andby applying their knowledge and skills inside and outside ofthe classroom setting.

SPANISH IV - HONORS



Prerequisite: Students enrolled in this course havesuccessfully completed Level III or have placed out of LevelsI-III due to previous language study and/or establishedproficiency.

A major focus of this course is to enable students tocommunicate in writing and in extended conversations on avariety of familiar and some unfamiliar topics. Students beginto narrate, discuss, and support fairly complex ideas andconcepts using concrete facts and topics with details in avariety of times. They satisfy routine social demands andmeet most social requirements. Many different types of text(short stories, poetry, excerpts from various periods ofliterature, current events, technical manuals, and other


WORLD LANGUAGES

authentic materials) are included, depending on the emphasisand providing for independent reading. Finer points ofgrammar are studied to aid oral and written communication.There is more in-depth study of the target culture(s) and theirinfluence throughout the world. Students are able to use thelanguage inside and outside of the classroom setting.

SPANISH III FOR HEALTHCARE CAREERS-HONORS

Course Code: 11435X0CHC Fee (if applicable): n/a

Offered at: SBHS Grade(s): 11

Prerequisite: Spanish I and II

Students in this course have either successfully completedhigh school Level I and II courses or have placed out of Level Iand II due to previous language study as well as be enrolled inthe Health/Science Academy. This is an introductory coursedesigned with the objective of exposing students, interestedin the health care field, to the specialized language they willneed when working with Spanish speakers. The course isorganized in units under which students will be introduced tovocabulary and situations found in the health careenvironment. These situations will provide the opportunity touse the Spanish language in the setting of a variety of hospitalprocedures.

AP SPANISH LANGUAGE AND CULTURE



Prerequisite: Spanish III

The AP Spanish Language and Culture course has beendesigned to provide advanced high school students with a richand rigorous opportunity to study the language and culture ofthe Spanish speaking world that is approximately equivalentto an upper-intermediate college or university Spanishcourse. It is expected that this course will be offered as thefirst step in the study of college-level Spanish afterapproximately three to five years of language study forclassroom learners. The AP Spanish Language and Culturecourse engages students in an exploration of culture in bothcontemporary and historical contexts. The course developsstudents’ awareness and appreciation of products, bothtangible (e.g., tools, books) and intangible (e.g., laws,conventions, institutions); practices (patterns of socialinteractions within a culture); and perspectives (values,attitudes, and assumptions that underlie both practices andproducts).

MANDARIN CHINESE I


Offered at: DHS, WOHS Grade(s): 9,10,11,12

Prerequisite: None

This course is an introduction to the study of the MandarinChinese language. Students perform the most basic functionsof the language through the communication skills of listeningand speaking, while learning to read and write standardizedChinese characters. Culture, geography, vocabulary and

grammar studies are integrated into the course goals ofcommunicating in Mandarin Chinese.

MANDARIN CHINESE II


Offered at: DHS, WOHS Grade(s): 9,10,11,12

Prerequisite: Students enrolled in this course havesuccessfully completed the Level I course.

This course will provide students with opportunities tocontinue to develop their ability to communicate usingMandarin Chinese for listening and speaking, while improvingtheir ability to read and write standardized Chinese

characters. The integration of culture, geography,

vocabulary and grammar for the purpose of communicatingin Mandarin Chinese are studied in greater depth.

MANDARIN CHINESE III - HONORS


Offered at: DHS Grade(s): 9,10,11,12

Prerequisite: Students enrolled in this course havesuccessfully completed Level I and II courses.

This course will provide students with opportunities toexpand their Mandarin Chinese listening and speakingabilities and reading and writing skills using standardizedChinese characters to a greater level of accuracy. Art, music,informational text, history and literature of the culture arepresented. Classes are conducted primarily in MandarinChinese.

MANDARIN CHINESE IV - HONORS


Offered at: DHS Grade(s): 9,10,11,12

Prerequisite: Students enrolled in this course havesuccessfully completed Levels I-III.

This course will provide students with opportunities todevelop advanced speaking and listening skills, a focus onreading, translating and the interpretation Chinese literature,and writing skills.


WORLD LANGUAGES

FRENCH I



Prerequisite: None

This course is an introduction to the study of the Frenchlanguage and its culture. Students perform the most basicfunctions of the language and become familiar with someelements of its culture. Emphasis is placed on thedevelopment of the four skills of listening, speaking, reading,and writing within a given context extending outside of theclassroom setting when possible. The content focuses on thestudents' lives and experiences, and includes an exposure toeveryday customs and lifestyles. A general introduction to theculture, its products (e.g., literature, laws, foods, games),perspectives (e.g., attitudes, values, beliefs), and practices(patterns of social interaction) is integrated throughout thecourse. Students acquire some insight into how languagesand cultures work by comparing the target language andculture(s) to their own.


FRENCH II



Prerequisite: Students enrolled in this course have eithersuccessfully completed a Level I course or have placed out ofLevel I due to previous language study and/or establishedproficiency.

This course provides students with opportunities to continuethe development of their listening, speaking, reading, andwriting skills. Students will participate in short conversationalsituations by utilizing learned elements of the language orallyand in writing. Students are able to satisfy basic survival needsand interact on issues of everyday life in the present time andpast time through conversation and by composing relatedsentences which narrate, describe, compare, and summarizefamiliar topics from the target culture. Focus is placed onunderstanding main ideas in simple texts and developing abetter understanding of the similarities and differencesbetween cultures and languages. Students examine theinfluence of the beliefs and values on the target culture(s).


FRENCH III - HONORS



Prerequisite: Students enrolled in this course have eithersuccessfully completed the Level I and II courses.

Students receive additional opportunities to expand theirlistening, speaking, reading, and writing skills as they createwith the language and access various materials (short literarytexts, authentic materials, technical manuals and othermedia) on generally familiar topics. Students satisfy limited

communication and social interaction demands, as well asinitiate and maintain face-to-face communication. Throughthe use of various verb tenses, students will create, narrate,compose and describe culturally relevant topics in a series ofsentences. Students continue to refine their knowledge andunderstanding of the target language/culture(s) and theirown by examining the interrelationship cultures, bydemonstrating behaviors appropriate in target cultures, andby applying their knowledge and skills inside and outside ofthe classroom setting.


FRENCH IV - HONORS



Prerequisite: Students enrolled in this course havesuccessfully completed Levels I- III and/or establishedproficiency.

A major focus of this course is to enable students tocommunicate in writing and in extended conversations on avariety of familiar and some unfamiliar topics. Students beginto narrate, discuss, and support fairly complex ideas andconcepts using concrete facts and topics with details in avariety of times. They satisfy routine social demands andmeet most social requirements. Many different types of text(short stories, poetry, excerpts from various periods ofliterature, current events, technical manuals, and otherauthentic materials) are included, depending on the emphasisand providing for independent reading. Finer points ofgrammar are studied to aid oral and written communication.There is more in-depth study of the target culture(s) and theirinfluence throughout the world. Students are able to use thelanguage inside and outside of the classroom setting.



INTERNATIONAL BACCALAUREATE

The International Baccalaureate (IB) aims to develop inquiring, knowledgeable and caring young people who help to create abetter and more peaceful world through intercultural understanding and respect. To this end the organization works withschools, governments and international organizations to develop challenging programmes of international education andrigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelonglearners who understand that other people, with their differences, can also be right.

In Onslow County, students may participate in IB programmes from the elementary level at Clyde Erwin Elementary MagnetSchool, to middle school at Northwoods Park Middle School, and in the Diploma Programme at Jacksonville High School.

The IB Diploma Program (DP) is a rigorous course of study, and the ideal IB student is an independent, motivated learner. Astudent with average ability, who is willing to work and has consistent and organized work habits, will succeed.

The DP is built around a curriculum containing six subject groups (Language, Second Language, Individuals and Societies,Experimental Sciences, Mathematics and Computer Science and the Arts) and a core of three parts (theory of knowledge,extended essay and creativity, action and service). “The IB Diploma Programme is designed as an academically challengingand balanced programme of education with final examinations that prepares students for success at university and lifebeyond.” (IBO)

IB Career Certificate Program (IBCP) allows students to specialize in, and focus on, a career-related pathway to highereducation, further education, work or apprenticeships. The programme's three-part framework comprises the study of atleast two Diploma Programme courses alongside career-related studies and the distinctive IBCP core which is designed tocreate a bridge that connects each student's chosen Diploma Programme courses and career-related studies. For IBCPstudents, Diploma Programme courses provide the theoretical underpinning and academic challenge; career-related studiesfurther support the programme's academic strength and provide practical real-world approaches to learning; and the IBCPcore helps them to develop skills and competencies required for lifelong learning.

IB courses, the IB Diploma Programme, and the IB Career Certificate Program are offered at Jacksonville High School. Formore information about the IB Diploma Programme, please contact Laura Rumbley, JHS IB Diploma Programme Coordinatorat (910) 989-2048. For information about the IB Career Certificate Program, please contact Beth Bailey, JHS IBCP Coordinatorat (910) 989-2048. You can also contact Michael Elder or Michelle Chadwick in the Division of Academic Innovation at (910)455-2211.

APPROACHES TO LEARNING-INTERNATIONALBACCALAUREATE

Course Code: 0I008X0CIB Fee (if applicable): n/a


Prerequisite: Application and acceptance into the IB Career-Related Certificate Programme

This course challenges International Baccalaureate Career-related Certificate (IBCC) students in the following four areas:thinking, intercultural understanding, communication, andpersonal development. The focus of the ATL course isstudying what we know in a specified career and technicalfield of knowledge and how we know it. Students are led tomake connections and examine the ethics, value judgments,and belief systems of the various disciplines. Through the ATLcourse, students will develop good intellectual habits;practical problem-solving skills; ethical, creative and lateralthinking skills; thinking critically about the ethical dimensionsof situations; self-awareness; individual strengths andlimitations; intercultural awareness through increasing theirunderstanding of cultural characteristics and differences;communication skills through refinement or their oral andwritten communication skills; personal and interpersonalskills of management and organization for the workplace andbeyond; the skills of reflection and critical thinking inpersonal, social and professional situations; and an

understanding that many questions, issues or problems donot always have simple right or wrong answers.

INFORMATION TECHNOLOGY IN A GLOBAL SOCIETY-INTERNATIONAL BACCALAUREATE

Course Code: BIO58X0CIB Fee (if applicable): $15


Prerequisite: Acceptance into the InternationalBaccalaureate Diploma Programme

ITGS is a rigorous study and evaluation of the impacts ofinformation technology (IT) on individuals and society. Itexplores the advantages and disadvantages of the access anduse of digitized information at the local and global level. ITGSprovides a framework for the student to make informedjudgments and decisions about the use of IT within socialcontexts. This course requires college-level performance andwork habits. This course will encompass two (2) fullsemesters. Internal assessments are required throughout thecourse and a final external exam is given at the end of thecourse.



ENGLISH III-INTERNATIONAL BACCALAUREATE (HL)



Prerequisite: Acceptance into the InternationalBaccalaureate Diploma Programme

Recommendation: English II Honors or English III Honors

ENGLISH IV-INTERNATIONAL BACCALAUREATE (HL)



Prerequisite: English III & IB English Grade 11

This two-year course consists of four parts: Part I (WorldLiterature), Part II (Detailed Study), Part III (Groups of Works),and Part IV (School’s Free Choice). Parts I and IV are coveredin the first year; Parts II and III are covered in the second year.Works are selected according to IB requirements and fromPrescribed Book Lists so as to cover all genres and timeperiods of World and Western Literature within the two-yearcourse. Written and oral assignments are graded bothinternally and externally by the International BaccalaureateOrganization. In the first year of the program, students willwrite two externally assessed World Literature papers whichcount 20% of the student’s Language A1 diploma score. In thesecond year of the program, students will sit for the IB examwhich consists of two papers, one on Groups of Works andone a written commentary on either a piece of prose or apoem. This class is weighted on a six-point scale.

MATHEMATICS I-INTERNATIONAL BACCALAUREATE(SL)



Prerequisite: Application and acceptance into IB Programmeof Study

Recommendation: Pre-Calculus

The IB DP mathematics standard level (SL) course focuses onintroducing important mathematical concepts through thedevelopment of mathematical techniques. The intention is tointroduce students to these concepts in a comprehensibleand coherent way, rather than insisting on the mathematicalrigour required for mathematics HL. Students should,wherever possible, apply the mathematical knowledge theyhave acquired to solve realistic problems set in anappropriate context.

MATHEMATICS II-INTERNATIONAL BACCALAUREATE(SL)



Prerequisite: Application and acceptance into IB Programmeof Study.

IB Mathematical Methods is a rigorous, two-year course ofstudy. The first year encompasses pre-calculus, whichestablishes a foundation for the second year. IB MathMethods II is an introduction to the study of differential andintegral calculus with emphasis on application and extendsconcepts of vectors, probability, statistics, exponential, andlogarithmic functions. IB Math Methods I and II requirecollege-level performance and work habits. A three and onehalf-hour external IB examination is given at the end of thesecond year.

MUSIC I-INTERNATIONAL BACCALAUREATE (HL)



Prerequisite: Application and acceptance into the IBProgramme of Study

MUSIC I-INTERNATIONAL BACCALAUREATE (SL)



Prerequisite: Application and acceptance into the IBProgramme of Study

This course will help students to develop their knowledge andpotential as musicians, both personally and in their work withothers. IB Diploma Programme music students study musicalperception and actively listen to music from many differentcountries, cultures and time periods. Students develop theiraural perception and understanding of music by learningabout form, notation systems, musical terminology andcontext. Students will become informed, reflective andcritical practitioners in the arts, understand the dynamic andchanging nature of the arts, and explore and value thediversity of the arts across time, place and cultures. Studentswill express their knowledge of music by writing about music,and through creating and performing music.



BIOLOGY II-INTERNATIONAL BACCALAUREATE (HL)

Course Code: 3I018X0CAB Fee (if applicable): $5



BIOLOGY III-INTERNATIONAL BACCALAUREATE (HL)

Course Code: 3I018X0CBB Fee (if applicable): $5



Higher level International Baccalaureate Biology is a two-yearcourse of study which emphasizes basic biochemistry, cellstructure and function, genetic patterns of inheritance, plantform and function, evolution, ecology, animal physiology andthe international nature of science. An interdisciplinary groupproject helps students realize that one discipline is notisolated from another and that scientists can work togetheron problems to discover solutions to a common goal.Requiring structured labs, research papers and experimentaldesign projects emphasizes laboratory work. Instruction isstudent-centered with cooperative learning as well as teacherdirected, thus offering the student a college-level biologyexperience. Students will sit for the higher level InternationalBaccalaureate Biology exam in the spring of their senior year.The IB Internal Assessment for this course includes formal labreports, informal lab notebook excerpts, and participation inthe IB Group 4 Project.

CHEMISTRY I-INTERNATIONAL BACCALAUREATE (SL)



Prerequisite: Application and acceptance into IB Program ofStudy.

Recommendation: Honors Biology and Honors Chemistry

CHEMISTRY II-INTERNATIONAL BACCALAUREATE (SL)




International Baccalaureate Chemistry can be taken in thejunior and senior year as a Standard Level (SL). It is designedto expand on the knowledge and experimental skills obtainedin Chemistry and to prepare the student for further study ofpure and applied sciences in higher education. It will also helpthe student to develop the ability to analyze scientificliterature critically and to develop manipulative andexperimental skills necessary to perform college levelscientific investigations. Topics include Stoichiometry, AtomicTheory, Chemical Bonding, States of Matter, Carbon

Chemistry, and the Periodic Table. Students will sit for theStandard Level International Baccalaureate Chemistry examat the end of the course. The IB Internal Assessment for thiscourse includes formal lab reports, informal lab notebookexcerpts, and participation in the IB Group 4 Project.

PHYSICS I-INTERNATIONAL BACCALAUREATE (SL)



Prerequisite: None

PHYSICS II-INTERNATIONAL BACCALAUREATE (SL)




Standard Level International Baccalaureate Physics is a two-year course of study, which emphasizes the two basicscientific domains of knowledge and activity within theframework of understanding natural physical phenomena. Aninterdisciplinary group project helps students realize that allscientific disciplines share the common goal of understandinghow the world works and that scientists can work together onproblems to discover solutions to a common goal. Laboratorywork is emphasized and requires structured labs, researchpapers and experimental projects. Instruction is student-centered with cooperative learning as well as teacherdirection, thus offering the student a college-level physicsexperience. Students will sit for the Standard LevelInternational Baccalaureate Physics exam at the end of thecourse. The IB Internal Assessment for this course includesformal lab reports, informal lab notebook excerpts, andparticipation in the IB Group 4 Project. This class is weightedon a six-point scale.



HISTORY OF THE AMERICAS I-INTERNATIONALBACCALAUREATE (HL)

Course Code: 4I008X0DAB Fee (if applicable): n/a



Recommendation: World History and American History: TheFounding Principles, Civics and Economics

HISTORY OF THE AMERICAS II-INTERNATIONALBACCALAUREATE (HL)

Course Code: 4I008X0DBB Fee (if applicable): n/a



History of the Americas (HL) is designed to provide studentswith the analytical skills and factual knowledge necessary todeal critically with the problems and materials of a coursewhich combines United States and Latin American History.Students are given grounding in the subject matter of theAmericas and in major interpretive questions that derive fromthe study of selected themes. The approach will combine themethods of the traditional survey course with a closerexamination of major themes and problems, centered ontopics of the Americas. This two-fold approach will includesupplementary readings in the form of documents, essays,and books on special themes. This course meets the UnitedStates History requirements for graduation as well as thejunior year for IB credit.

THEORY OF KNOWLEDGE-INTERNATIONALBACCALAUREATE




A unifying element in the Diploma Program centered onstudent reflection and questioning, the Theory of Knowledgecourse encourages critical thinking about knowledge itself tohelp young people make sense of what they encounter. Thisyear-long course examines the philosophical framework ofeach academic discipline while reflecting critically andlogically on ideas originating in the other courses. One essayof 1200-1600 words, numerous shorter length writtenpapers, and oral presentations are required.

SPANISH IV-INTERNATIONAL BACCALAUREATE

SPANISH V-INTERNATIONAL BACCALAUREATE

Course Code: 1I158X0CAB1I158X0CBB



Prerequisite: None

Students in this course have either successfully completedhigh school Level I-III courses as well as enrolled in the IBProgramme of Study. These 2 courses will offer an increasedcompetency in understanding, speaking, reading, and writingthe language. Discussions, conversation and study of theculture will be enhanced by the readings of selected novels,short stories, essays, drama, poetry, newspapers, andmagazines. The study of advanced grammar concepts will beused with emphasis on communication as well as accuracy. Inthis course students develop increased proficiency in theforeign language. The development of listening, speaking,reading, and writing skills continues through questions,discussion, and presentations. Foreign language is usedexclusively as the vehicle for communication. Pertinentculture, grammar, and syntax are presented and applied incontext. Students must maintain a portfolio of written workand produce audiocassette tapings throughout the course.Both written and oral assessments are required.


MISCELLANEOUS

AFJROTC I-AVIATION HISTORY



Prerequisite: Must be able to participate in physical fitnessprogram

This is the introductory course to AFJROTC Aerospace Scienceand Leadership Education. Students develop skills and self-discipline through class instruction, hands-on activities, andmilitary drill. Academic instruction covers the history ofaviation, leadership education, and healthful living. Theaviation history course focuses on the development of flightthroughout the centuries. The emphasis is on civilian andmilitary contributions to aviation; the development,modernization, and transformation of the Air Force; and abrief astronomical and space exploration history. It isinterspersed with concise overviews of the principles of flightto include basic aeronautics, aircraft motion and control,flight power, and rockets. Throughout the course, there arereadings, videos, hands-on activities, and in-text and studentworkbook exercises to guide in the reinforcement of thematerials. Communication skills, problem solving, humanrelations, and logical thinking are a strong part of this course.Cadets are required to participate in physical educationtraining and activities; including fitness training, personalfitness, and individual and team sport skills. All cadets arerequired to participate in one Saturday activity – thesquadron field meet.

AFJROTC II-SCIENCE OF FLIGHT


Offered at: NHS Grade(s): 10,11,12 (Seniorsmust take JROTC III secondsemester)

Prerequisite: AFJROTC I and approval of instructor.

This course is a continuation in the study of AerospaceScience and Leadership Education. Academic emphasis is onthe aerospace environment, human requirements of flight,and the principles of flight and navigation. It is interspersedwith concise overviews of the principles of flight to includebasic aeronautics, aircraft motion and control, flight power,and rockets. Leadership emphasis is on understandingindividual and group behavior, improving communicationskills, and the introduction to leadership theories. Cadetscontinue to improve their drill skills and participate in physicaltraining one day each week. Cadet corps activities includeholding positions of greater responsibility in the planning andexecution of corps projects. The course also offers a widevariety of voluntary after-school activities, including acompetitive drill team, cadet clubs and community serviceprojects. Cadets can attend week-long summer leadershipcamps after completing the course. Cadets are required toparticipate in physical education training and activities;including fitness testing, personal fitness, team sports,aerobics, and outdoor education skills. All cadets are requiredto participate in one Saturday activity – the squadron fieldmeet.

AFJROTC III-HONORS-GLOBAL CULTURAL STUDIES



Prerequisite: AFJROTC I, II and approval of instructor.

This course is a continuation in the study of AerospaceScience and Leadership Education. Academic emphasis is ona multidisciplinary course titled Global and Cultural Studiesthat introduces students to various regions of the world froma geographic, historical and cultural perspective. The courseprovides increased international awareness and insight intoforeign affairs that permits a more educated understandingof other cultures and enhanced knowledge of America’sinterests and role in the world. Leadership emphasis is on lifeskills such as managing others, stress management, financialmanagement, citizenship, and ethics. Third year cadets putleadership skills learned in AFJROTC I and II into practice byholding leadership roles in the corps of cadets. The honorsportion of this course introduces hands-on leadership usingthe AFJROTC organization as a leadership laboratory.Advanced reading assignments, writing assignments,practical actions, and analysis are requirements for thiscourse. As third year cadet leaders, students learn to analyzeand determine the factors contributing to success and failureas they plan and execute projects and activities. All cadets arerequired to participate in one Saturday activity – thesquadron field meet.

AFJROTC IV-HONORS-PRINCIPLES OF MANAGEMENT


Offered at: NHS Grade(s): 12

Prerequisite: AFJROTC I, II, III and approval of instructor.

This is the advanced course of Aerospace Science andLeadership Education for students, subjects cover the basicelements of survival, principles of management, andpreparation for life after high school. The fourth-year cadetsapply leadership using AFJROTC organization as a basis forpractical actions and analysis. Throughout the year, cadetsmanage all aspects of cadet corps activities. This hands-onexperience affords senior cadets the opportunity to puttheories into practice in communication, decision-making,personal interaction, managing, and organizing. At thehonors level, cadets apply leadership skills using the AFJROTCorganization as a leadership laboratory. Advanced readingassignments, writing assignments, practical actions, andanalysis are requirements for this course. A variety ofleadership and management styles, personalities, and traitsare studied. Cadet corps leaders in the honors class areexpected to be active in after-school preparation for corpsprojects and extracurricular activities, such as the corpscompetitive drill team. Numerous major group projects arerequired to fulfill the product requirements of this course. Allcadets are required to participate in one Saturday activity –the squadron field meet.


MISCELLANEOUS

AVID

Course Code:

9th-96102X01VS10th-96102X02VS11th-96102X03VS12th-96102X04VS



Prerequisite: Students new to AVID must complete anapplication/interview process and be accepted into the AVIDprogram in the spring of each school year. Please contact theschool of interest to set up an appointment.

This course/program is designed to prepare students forcollege success. Students will be taught the WICO-Rcurriculum (Writing, Inquiry, Collaboration, Organization andReading) as well as the Cornell note-taking method. Specialattention will be given to writing skills to prepare students forcollege application essays. The students will be required tokeep and maintain a binder with materials from all theirclasses. Tutors will be available to assist students with workfrom all their classes. Motivational guest speakers and fieldtrips will also be utilized. Upon completion of the school year,the students will turn in a portfolio, highlighting theiraccomplishments and evidence of their schoolwork.

ACT PREP


Offered at: NHS, SWHS Grade(s): 11

Prerequisite: None

ACT Prep is designed to ensure students are fully prepared forthe ACT. Through face-to-face instruction, online materialsand training in Sylvan speed reading, students are providedthe best ACT prep opportunity available. In addition,SylvanTestPrep.com features engaging, expert andpersonalized instruction, available 24/7 for a full year throughon-demand videos and interactive lessons. Instructors willteach an array of test taking strategies to handle every ACTquestion type. Teachers will review appropriate academicconcepts in the areas of grammar, writing skills, vocabularyenrichment, reading comprehension, arithmetic, Algebra,Geometry, trigonometry, interpretation of graphs and tables,and scientific analysis. Each student will receive diagnosticscore reports based on their practice ACT performances.Parents will have access to a parent portal which allows themto view their student's progress and test scores.

SAT PREP


Offered at: WOHS Grade(s): 11,12

Prerequisite: Successful completion of English I and II

Recommendation: Completion of Geometry and intent toattend a college or university that requires the SAT foradmission

This course is intended for college-bound juniors andseniors. This course focuses on strategies needed to besuccessful on the SAT and is designed to improve overall

performance in PSAT/SAT scores. Students can furtherdevelop reading skills and mathematical problem solving.Practice tests will be administered throughout the semesterfor building test-taking skills.

TEACHER CADET I-HONORS


Offered at: JHS, NHS Grade(s): 11

Prerequisite: Teacher Cadet Application

The North Carolina Teacher Cadet Program is an innovative,activity-based curriculum designed for high school juniors andseniors who are interested in pursuing a career in the field ofeducation. It is an honors program that details manycomponents of the educational environment and involvesstudents in content, application, observations and teaching inpreschool, elementary, middle, and high school. Thecurriculum is divided into five units of study: the learner, theteacher and training, human growth and development,special education, field experience, and the school. Studentslearn about different personality types, learning styles, andphysical, social and moral development. Field studies,portfolios, journals, and projects are required. Students arerequired to travel to school sites for observations and fieldexperience. Students may be required to provide their owntransportation.

TEACHER CADET II-HONORS



Prerequisite: Teacher Cadet I and completed application

Students will spend a majority of the course outside of theclassroom. The field experiences are the strongestcomponent of the Teacher Cadet Program. It is the students’first glimpse at education “from the other side of the desk,”and allows them to discover the joy of teaching first-hand.The purpose of the field experience is to help studentsformulate an image of what it is like to be a teacher and toimplement the knowledge and teaching strategies theyacquired in Teacher Cadet I. Field studies, portfolios, journals,and projects are required. Students are required to travel toschool sites for observations and field experience. Studentsmay be required to provide their own transportation.


COASTAL CAROLINA COMMUNITY COLLEGE

Onslow Career and College Promise Program


The Program:In accordance with Session Law 2011-145 Appropriations Act of 201, Onslow County Schools and Coastal Carolina Community College established the Career and College Promise Program (CCPP). CCPP provides opportunities for eligible high school juniors and seniors to take college courses to accelerate completion of college certificates, diplomas, and Associate degrees that may lead to college transfer and/or careers.

The Cost:Approved students pay no tuition for fall and spring semester courses. Students are required to purchase textbooks. Students wishing to enroll in summer semesters are required to pay for tuition and textbooks per state legislative regulations.

The Pathways:College Transfer Pathway: Courses in this pathway provide an opportunity for a student to complete up to 30 semester hours of transferrable courses toward an Associates and/or Bachelor’s degree.College Transfer Pathway Criteria:

a) Be a high school junior or senior.b) Have a weighted GPA of 3.0 in high school courses.c) Demonstrate college readiness on an approved assessment in English, reading and mathematics.d) To remain eligible for continued enrollment a student must complete a new application for each semester

documenting continued progress toward high school graduation and maintain a 2.0 GPA on college coursework after completing two courses.

TEST SAT ACT CCCC NC DAP

English 500 18 English and reading composite Score of 151 or higherReading 500 22

Mathematics 500 22DMA 010-030: 7 DMA 040-060: 7 DMA 010-060: 7

e) Provisional Enrollment: A high school junior or senior who does not demonstrate college readiness in either mathematics or English/reading on an approved assessment may be provisionally enrolled in a College Transfer Pathway. For Provisional status, a student must meet the following criteria:1) Have a weighted GPA of 3.5 on high school courses.2) Have completed two years of high school English with a grade of “C” or higher.3) Have completed Math III, or higher, with a grade of “C” or higher.4) Have written approval of the high school principal or designee.5) Have written approval of the community college president or designee.6) Provisional enrollment courses are limited to either college mathematics (MAT) or college English

(ENG) within the chosen pathway.7) To be eligible to register for other courses in the pathway, the student must first successfully complete

the MAT or ENG course with a grade of “C” or higher.

Career and Technical Education Pathway: Courses in this pathway lead to certificates or diplomas aligned with the student’s career path.

Career and Technical Education Pathway Criteria:a) Be a high school junior or senior.b) Have a weighted GPA of 3.0 on high school courses or have the academic recommendation of the high

school principal or designee.c) Have received career pathway information outlining program requirements for completion of the certificate

or diploma.d) To remain eligible for continued enrollment a student must complete a new application for each semester

documenting continued progress toward high school graduation and maintain a 2.0 GPA on college coursework after completing two courses.


College Transfer Pathway

ASSOCIATE OF ARTS COURSES CREDITS* ASSOCIATE OF SCIENCE COURSES CREDITS*ACA 122 College Transfer Success College 1/HS 0 ACA 122 College Transfer Success College 1/HS 0

ART 111 Art Appreciation College 3/HS 1 ART 111 Art Appreciation College 3/HS 1

ART 114 Art History Survey I College 3/HS 1 ART 114 Art History Survey I College 3/HS 1

ART 115 Art History Survey II College 3/HS 1 ART 115 Art History Survey II College 3/HS 1

BIO 110C/110L Principles of Biology & Lab College 4/HS 1 BIO 110C/110L Principles of Biology & Lab College 4/HS 1

BIO 111C/111L General Biology I & Lab College 4/HS 1 BIO 111C/111L General Biology I & Lab College 4/HS 1

CHM 151C/151L General Chemistry I & Lab College 4/HS 1 BIO 112C/112L General Biology II & Lab College 4/HS 1

COM 231 Public Speaking College 3/HS 1 CHM 151C/151L General Chemistry I & Lab College 4/HS 1

ECO 251 Principles of Microeconomics College 3/HS 1 CHM 152C/152L General Chemistry II & Lab College 4/HS 1

ECO 252 Principles of Macroeconomics College 3/HS 1 COM 231 Public Speaking College 3/HS 1

ENG 111 Writing &Inquiry College 3/HS 1 ECO 251 Principles of Microeconomics College 3/HS 1

ENG 112 Writing/Research in the Disciplines College 3/HS 1 ECO 252 Principles of Macroeconomics College 3/HS 1

ENG 231 American Literature I College 3/HS 1 ENG 111 Writing &Inquiry College 3/HS 1

ENG 232 American Literature II College 3/HS 1 ENG 112 Writing/Research in the Disciplines College 3/HS 1

GEL 111C/111L Introduction Geology & Lab College 4/HS 1 ENG 231 American Literature I College 3/HS 1

HIS 111 World Civilizations I College 3/HS 1 ENG 232 American Literature II College 3/HS 1

HIS 112 World Civilizations II College 3/HS 1 GEL 111C/111L Introduction Geology & Lab College 4/HS 1

HIS 131 American History I College 3/HS 1 HIS 111 World Civilizations I College 3/HS 1

HIS 132 American History II College 3/HS 1 HIS 112 World Civilizations II College 3/HS 1

MAT 143 Quantitative Literacy College 3/HS 1 HIS 131 American History I College 3/HS 1

MAT 152 Statistical Methods I College 4/HS 1 HIS 132 American History II College 3/HS 1

MAT 171 Precalculus Algebra College 4/HS 1 MAT 171 Precalculus Algebra College 4/HS 1

MUS 110 Music Appreciation College 3/HS 1 MAT 172 Precalculus Trigonometry College 4/HS 1

MUS 112 Introduction to Jazz College 3/HS 1 MAT 263 Brief Calculus College 4/HS 1

PHI 215 Philosophical Issues College 3/HS 1 MAT 271 Calculus College 4/HS 1

PHI 240 Introduction to Ethics College 3/HS 1 MUS 110 Music Appreciation College 3/HS 1

PHY 110C/110L Conceptual Physics & Lab College 4/HS 1 MUS 112 Introduction to Jazz College 3/HS 1

POL 120 American Government College 3/HS 1 PHI 215 Philosophical Issues College 3/HS 1

PSY 150 General Psychology College 3/HS 1 PHI 240 Introduction to Ethics College 3/HS 1

SOC 210 Introduction to Sociology College 3/HS 1 PHY 110C/110L Conceptual Physics & Lab College 4/HS 1

*Students will receive honors weighted high school credit for completion of college courses. Beginning with the 9th grade class of 2015-2016, students will receive AP weighted high school credit for completion of college courses.

PHY 151C/151L College Physics I & Lab College 4/HS 1

PHY 152C/152L College Physics II & Lab College 4/HS 1

PHY 251C/251L General Physics I & Lab College 4/HS 1

PHY 252C/252L General Physics II & Lab College 4/HS 1

POL 120 American Government College 3/HS 1

PSY 150 General Psychology College 3/HS 1

SOC 210 Introduction to Sociology College 3/HS 1


Career and Technical Education Pathway

COLLISION REPAIR AND REFINISHING COURSES

HEAVY EQUIPMENT AND TRANSPORT TECHNOLOGY COURSES

MANICURING AND NAIL TECHNOLOGY COURSES

AUB 111 Painting & Refinishing 1 HET 110 Diesel EnginesCOS 121 Manicure/Nail Tech 1 & Lab

AUB 114 Special Finishes HET 112 Diesel Electrical Systems

AUG 121 Non-Structural Damage 1 HET 127 Shop Rules & RegulationsCOS 222 Manicure/Nail Tech II & Lab

AUB 136 Plastics & Adhesives HET 128 Heavy Duty Tune Up

Steps for Admission and Enrollment1. Secure the College and Career Promise information from your high school Guidance Office or

Coastal Admissions Office.2. Complete the Career and College Promise Application for the semester you wish to enroll.

Note: Students must complete a new application each semester.3. Attach a copy of your most current high school transcript.4. Review the College Readiness Benchmarks. Attach a copy of ACT or SAT scores to the application if

the scores meet the criteria. (If not met, see step 9).5. Review and select a Career & College Promise Pathway.6. Review and select courses in your selected pathway that you would like to take.7. Secure an approval signature from your parent/guardian.8. Secure an approval signature from your principal/designee.9. Submit your completed application to Coastal Student Services.10. Take the Coastal placement test (NC- DAP) if necessary. Note: Get a testing schedule and study

guides from Coastal Student Services. The combined English, reading and mathematics tests will take approximately 3 ½ hours to complete.

11. Meet with an Admissions Counselor to review your application and placement test scores.12. Enroll in classes.13. Get a Coastal student ID card and parking pass.14. Purchase textbooks.15. Be prepared for the first day of classes.

Attendance at Coastal Carolina Community College (CCCC) requires the student to abide by all rules and regulations set forth by the high school and CCCC. As a general rule, high school students are limited to two college courses (7 credit hours per semester). It is the policy of CCCC not to discriminate against any U.S. citizen on the basis of race, color, handicap, sex, religion, or national origin in the recruitment and admission of students.

For More Information ContactMargery FarnerCollege Liaison

[email protected](910)938-6394

Heather CalihanCounseling Coordinator


Jessica Ranero-Ramirez, Ph.D.Director of Admissions and Student Success Services


Revised 1/2016


(When completing, please print and use ink)

COLLEGE READINESS VERIFICATION ASSESSMENT: English Reading Mathematics

ACT* _______ _______ _______

SAT* _______ _______ _______ * Please submit a copy of ACT and/or SAT scores with this application.

NC DAP DMA 010-030____ DMA 040-060____ DMA 010-060____

DRE Composite Score_______ Eligible for ENG III? _____Yes _____No ASSET W______ R_____ Num Skills______ Int Algebra_____

COMPASS W R Pre-Algebra Algebra

_____________SEMESTER, 20______ (FALL / SPRING) (YEAR)

1ST CHOICE

COURSE NAME

2ND CHOICE

COURSE NAME

3RD CHOICE

COURSE NAME

Student’s Soc. Sec. No. _______- ______- _______

Current Weighted High School GPA ____________________

High School Name Current Grade Status Grade 11 Grade 12

Expected High School Graduation Date___________

Student’s Last Name First Name Middle Initial

Address

State of Residence: ______ If not NC, enter state ______

Ethnicity: Hispanic or Latino

Race (If Non-Hispanic): American Indian or Alaskan Native Asian Black or African American Native Hawaiian or Other Pacific Islander White

Citizenship: US Citizen Non-Immigrant Alien Not US Citizen, Name Country_________________ Permanent Residence Alien

City State Zip NC Phone Number ( )

Date of Birth Gender Male Female

CAREER AND COLLEGE PROMISE PATHWAYS:

Associate in Arts (P1012C) - College Transfer Pathway

Associate in Science (P1042C) - College Transfer Pathway

Collision Repair and Refinishing Technology (C60130) – Career and Technical Pathway

Heavy Equipment and Transport Technology (C60240) – Career and Technical Pathway

Manicuring/Nail Technology (C55400) – Career and Technical Pathway

NOTE: Selection of a specific pathway does not commit a student to pursue a specific college major after high school graduation.

COURSE SELECTION TO BE COMPLETED WITH HIGH SCHOOL COUNSELOR The high school counselor will work with the student to identify appropriate CCCC courses and list them below.

REQUIRED SIGNATURES: (BEFORE SIGNING, PLEASE READ THE INFORMATION BELOW AND ON BACK.)

I hereby certify that the information I have given is true to the best of my knowledge. I further understand that falsification or failure to supply the correct information may be considered grounds for rejection or dismissal. CCCC reserves the right to require documentation of the information contained on, or changes made to, this application. NOTE: At the end of each term, CCCC will provide Onslow County Schools with: (1) a summary listing of high school students who participated in the approved cooperative program opportunities through the College; and (2) a summary listing of the grade performance for each high school student. Your signature below will authorize the release of such information from CCCC to the student’s high school.

_______________________________________________ __________________________ STUDENT DATE

_______________________________________________ __________________________ PARENT OR GUARDIAN (If student is under 18) DATE

_______________________________________________ __________________________ HIGH SCHOOL PRINCIPAL OR DESIGNEE DATE

_______________________________________________ __________________________ CCCC PRESIDENT OR DESIGNEE DATE Rev: 9/1/15

A high school junior or senior who does not demonstrate college-readiness on approved assessment/placement tests may qualify for approval for “Provisional” enrollment. See College Admissions staff for more details.

NOTE: With high school approval, students may enroll in courses from both a college transfer and a career & technical education pathway.

SAMPLE


COASTAL CAROLINA COMMUNITY COLLEGE

Enrollment Opportunities for Early High School Graduates

Coastal Carolina Community College (CCCC) will offer a modified 2017 Spring Semester with an opportunity to complete up to twelve (12) semester hours of college credits. College credits may be applied to a degree at Coastal or transferred to a private/public four year university. Early high school graduates will have the option of selecting from 12 week or 8 week classes that begin after their January 2017 graduation completion date.

Steps to Complete Admission and Enrollment1. Complete and submit a CCCC application.

2. Demonstrate college readiness on an approved assessment in English, reading, and mathematics.

TEST SAT ACT CCCC NC DAPEnglish 520 21 English and reading composite

Score of 151 or higherReading 520 22

Mathematics 540 23DMA 010-030: 7DMA 040-060: 7DMA 010-060: 7

Take the CCCC NC DAP placement test if necessary. Get a testing schedule and copies of study guides from the Student Services Office. The entire placement test takes approximately 3 ½ hours to complete.

3. Meet with an Academic Counselor to receive and review assessment scores and select courses.

4. If using Financial Aid and/or Veterans Benefits, meet with a Financial Aid Advisor and/or Veterans Program Office staff to determine qualifications for funding. Financial Aid paperwork must be complete by November 1, 2016.

5. Register for classes before December 16, 2016.

6. Get a Coastal ID card and parking pass.

7. Purchase textbooks.

8. Finalize payment of tuition.

9. Secure validation of high school graduation.

• The high school principal or designee should send an email or written validation of graduation along with an unofficial copy of the high school transcript to CCCC by January 31, 2017 to Danielle Batterton at [email protected]

• An official copy of the final high school transcript with the graduation date shown must be sent to CCCC no later than June 30, 2017.

10. Be ready for the first day of classes.

For More Information ContactCoastal Carolina Community College | 910.938.6332 Revised 1/2016


CROSS AND CONTROLLED ENROLLMENT

Realizing that not all students share the same interests and career goals or learn in the same fashion, our schools developed programs tomeet the diverse needs of our students. Some of these academic programs are not available at all Onslow County high schools. In orderto make as many opportunities available to our students as possible, two different types of enrollment processes exist to help studentsfind the courses they are seeking, while allowing them to participate at their home school if possible or at another school if necessary.

CROSS ENROLLMENT

When a student finds an interest in coursework that is not available at their home school but may be offered at a nearby school, theymay choose to participate in CROSS ENROLLMENT with that school. That means they would remain a member of the student body attheir current school, while taking the desired class at the other campus. They would travel to the other school for that class period andthen return to their home school for the remainder of the day, if applicable. In some cases, the student may finish their school day atthe other school and would begin their day the following day at their home school. In this fashion, the student could have the experienceof the course they desired while still remaining a member of their home school. The acceptance at the other school rests entirely withthe principal of that school, the availability of room in the course, and finally the timing of the scheduling between the two schools. Anystudents interested in taking a course through Cross Enrollment need to contact their current principal.

Transportation will not be provided for students who are accepted into a specialized program at another school, and OnslowCounty Schools will not assume liability for student drivers commuting to specialized programs.

Students who are accepted into a specialized program at another school must complete the entire semester before returningto their home school at that time.

If the student wants to take another course at the second school, they must go through the same process to determine if thescheduling and availability requirements are still in place for the second semester or following school year.

SPECIALIZED PROGRAMS

Each Onslow County high school has a variety of SPECIALIZED PROGRAMS specific to the needs and interests of the school and thecommunity. Typically, these programs are developed after the school has received input from their stakeholders which include students,parents, local business owners and other community members. These specialized programs would provide course opportunities thatmay or not be available at other high schools, but the idea would be to group students with similar interests in courses together, whenpossible, to allow for career exploration.

Specialized Programs are typically not considered as Controlled Enrollment opportunities due to the nature of the courses being taughtat many high schools. These opportunities would be ideal for Cross Enrollment, to allow a student to get the desired courses but to

remain on their home campus for the rest of the day.

The following list includes the specialized academic programs available at the listed school.

Arts AcademyWOHSThe Arts Academy introduces students to careers in the area of visual arts, performing arts and theatrical arts. Students will be groupedwith other students with a similar interest in career related to the arts education. Courses are set up to help the student learn abouthis/her specific career interest. A very specific arts concentration course of study will be developed for each student upon acceptance.

Arts AcademyNHSThe Arts Academy aspires to give students several creative outlets throughout their high school career while also preparing thoseinterested in pursuing a career in the arts for college level courses. Students will be expected to follow a rigorous course structurebeginning their freshmen year. Areas of focus include visual arts, music (band, chorus, and orchestra), and dance.

Academy of Culinary Arts, Education and Sports (ACES)JHSThe Academy of Culinary Arts, Education, and Sports is a smaller learning community for students interested in careers in the foodindustry, education and/or sports. The Foods program prepares students who are interested in all aspects of the food service industry,from serving food to creating their own culinary masterpieces. The Education program focuses on working with children of all ages, fromthe daycare setting all the way through teaching in the upper levels. The Sports program is for students who are interested in pursuing acareer in any field related to sports, recreation, or even sports marketing.



Business and Culinary Arts AcademySBHSThe Business and Culinary Arts Academy is a small learning community that serves students interested in business management,entrepreneurship, marketing, travel and tourism, computer occupations, and culinary fields (restaurant ownership, chef, etc.).

Creative and Performing Arts Academy (CAPAA)JHSThe Creative and Performing Arts Academy will serve those students interested in pursuing careers where the study of dance, journalism,music, theatre art and visual art will assist in college preparation. Students will be expected to follow a rigorous course structurebeginning preferably in the 9th grade year.

Education and Human Services AcademySBHSThe Education and Public Services Academy is a small learning community for students interested in careers such as teachers, daycareworkers, social workers, psychology or counseling, as well as fields that require foreign language skills or a study of social sciences.

Health and Health Sciences Academy (HAHSA) Sports Medicine/Athletic TrainerWOHSThe HAHSA will expose students to avocations they can explore dealing with sports, exercise, medicine, marketing and the human body.Students will be provided opportunities to hone their physical potential while learning the scientific methodology and relevance of theiractivities. Students will also be given opportunities to earn American Red Cross certification in CPR/First Aid/AED. Furthermore, thisacademy will prepare students for the successful completion of further certifications in Certified Personal Trainer (CPT) and CertifiedStrength and Conditioning Specialist (CSCS). It will also, provide students with the knowledge for entrance into the college program ofAthletic Trainer-Certified (ATC).

Health Sciences AcademyJHS, SBHSThe Health Sciences Academy is a small learning community for students interested in a field such as medicine, dentistry, veterinarymedicine, radiologic technology or nursing. The Health Sciences Academy will help develop healthcare professionals for an industry shorton workers through a four-year high school curriculum that provides courses of study for students who plan to pursue health-relatedcareers. Students will have the opportunity to gain real-life experiences through participation in off-campus student medical internshipsand shadowing.

Humanities AcademyWOHSThe Humanities Academy is dedicated to developing informed and active citizens and to prepare them for careers in law enforcement,public service, education, journalism, international studies and family and consumer science. This academy will provide the necessaryknowledge, skills and credentials for students’ success in post-secondary studies. We also strive to provide a structure that will createsuccessful and productive citizens in the 21st century.

Information Technology and Engineering Academy (ITEA)JHSThe Information Technology and Engineering Academy (ITEA) is a smaller learning community that is dedicated to students who areinterested in careers associated with Business, Construction, Engineering, and Information Technology. ITEA is a multi-year, specializedProgram of Study available to students at Jacksonville High School. This academy will consist of students who will have the same focusand direction for the next three years, which will combine a college-preparatory focus with a career theme. Students will have theopportunity to take classes in Computer Applications, Construction, Drafting, Computer Programming, and Business. The vision of theacademy will be around the concepts of COLLABORATION, COOPERATION, COMMUNICATION, and COMMUNITY. These ideals will allowstudents to FOUR SEE THEIR FUTURE, and provide students with the necessary skills to be successful in the 21st century.

Science, Trades, Engineering & Math AcademySBHSThis academy is a small learning academy for students interested in careers that require a strong foundation in math and science such asengineering or construction trades. The academy also serves students interested in architecture, drafting, interior design, and scientificvisualization.



Technology AcademyWOHSThe Technology Academy will prepare students to effectively communicate, apply scientific principles and mathematical knowledge togive them the opportunity to develop critical thinking and technical skills to be successful in today’s 21st Century global economy.Students will be able to choose from a wide variety of majors to prepare them for future math and science-related careers, as well asfocusing on the practical application of mathematical and scientific principles as they relate to agriculture, construction and engineering.

ONSLOW COUNTY SCHOOLS SPECIALIZED PROGRAMS

Specialized Program School(s)Eligible for

CrossEnrollment

Eligible forControlledEnrollment

21st Century Academy NHS YES

Academy of Culinary Arts, Education and Sports (ACES) JHS YES

Advanced Automotive/Transportation Technologies Initiative*** SWHS YES

Advanced Construction Technologies Initiative*** JHS YES

Advanced/Applied Technologies Initiative*** NHS YES

Air Force Junior Reserve Officer Training Corps (AFJROTC)* NHS YES

Arts Academy NHS YES

Arts Academy WOHS YES

Audio/Visual (AV) & Communication Technologies Academy SBHS YES

Business and Culinary Arts Academy SBHS YES

Creative and Performing Arts Academy (CAPAA) JHS YES

Culinary Arts Academy NHS YES

Culinary Arts/ProStart Academy SBHS YES

Education and Human Services Academy SBHS YES

Engineering Academy JHS YES

Engineering Academy RHS YES

Engineering and Construction Academy SBHS YES

Engineering Major WOHS YES

Health and Health Sciences Academy (HAHSA) WOHS YES

Health Sciences Academy JHS YES YES

Health Sciences Academy SBHS YES YES

Humanities Academy WOHS YES

Information Technology and Engineering Academy (ITEA) JHS YES

International Baccalaureate Diploma Programme** JHS YES

Science, Trades, Engineering & Math Academy SBHS YES

Sports Medicine/Physical Trainer Major WOHS YES

Technology Academy WOHS YES

*AFJROTC at Northside High School requires enrollment in courses beginning in freshman year.**International Baccalaureate Diploma Programme open to Controlled Enrollment only for students seeking a full IB Diploma.***Students may apply for Controlled Enrollment to these initiatives beginning in freshman year.



CONTROLLED ENROLLMENT

A second choice for enrolling in a course not found at a students’ home school would be CONTROLLED ENROLLMENT. When a studentsuccessfully completes the necessary paperwork for the Controlled Enrollment application, as well as any required paperwork andinterview from the second school, and is accepted into the specialized program and the parents accept the placement, the student maybecome a member of the second school for the remainder of the school year. They must be enrolled in the courses associated with thespecialized program for the duration of the time they are at the second school. Additionally, students will have to meet requirementsunique to each specialized program.

Transportation will not be provided for students who are accepted into a specialized program at another school, and OnslowCounty Schools will not assume liability for student drivers commuting to specialized programs.

Students who are accepted into a specialized program at another school must complete the entire school year beforeapplying to return to their home school.

Students who are accepted into a specialized program at another school and fail to meet the expectations of the programwill return to their home school at the end of the school year.

The following Controlled Enrollment programs are the only options available for students beginning in their 9th grade year.

Advanced Construction Technologies Initiative – Jacksonville High School – Students who want to experience current andupcoming Construction Technologies should apply for this opportunity. Once accepted, students will experience 3 distinctpathways while in the Advanced Construction Technologies initiative; Plumbing, Electrical Trades, and Construction Sciences.Green Building, Solar Panel Installation, and Energy Star Compliant Construction are a few of the potential capstone coursesthat may be available to students. Advanced certifications may include Energy Efficiency Analysis and Solar Panel Installer.Entrepreneurship, Project Management and Career Exploration will also be part of the project planning. The ProductionOutcome for this initiative will be designing and building a mobile learning house that will involve Solar Panel Installation,Power Cell Integration, and Energy efficiency and Conservation factors. The development of cross-curricular integration willbe a key factor in the overall initiative design. A scope and sequence document that will outline proposed cross-curricularintegration will be available during registration.

Advanced/Applied Technologies Initiative – Northside High School – Students with a desire to learn advanced STEMprograms should apply for this opportunity. Once accepted, students will experience a wide variety of STEM courseworkwhile in the Advanced/Applied Technologies initiative. Biotechnology, Materials Sciences, Robotics and Automated Systems,Aerodynamics, Environmental Technology, Digital Electronics and Communication Technology are a small sampling of thetopics students will complete. SolidWorks (3D modeling) Associate certification will be awarded upon successful completionof courses as well. In the senior year, students will have advanced opportunities which may include advanced aeronautics,CNC machine programming and remotely piloted vehicle exploration. Entrepreneurship, Project Management and CareerExploration will also be part of the project planning. The Production Outcome for this initiative will be Advanced RoboticProgramming and Advanced Multi-media Production leading to television programming for the OCS high schools. Thedevelopment of cross-curricular integration will be a key factor in the overall initiative design. A scope and sequencedocument that will outline proposed cross-curricular integration will be available during registration.

Advanced Automotive/Transportation Technologies Initiative – Southwest High School – Students who want to experiencecurrent and upcoming Automotive/Transportation Technologies should apply for this opportunity. Once accepted, studentswill be enrolled in standard and advanced Automotive Technologies to include Basic and Advanced Electrical and Brakes aswell as system diagnostics. Advanced courses like Motorcycle Maintenance and Repair and High Performance Engines aswell as NASCAR and Motorsports opportunities are being considered. Time accrued during school will be counted towardsAutomotive Service Excellence (ASE) accreditation. Entrepreneurship, Project Management and Career Exploration will alsobe part of the project planning. The Production Outcome for this initiative will be Advanced Performance Diagnostics withMotorsports and NASCAR implications. The development of cross-curricular integration will be a key factor in the overallinitiative design. A scope and sequence document that will outline proposed cross-curricular integration will be availableduring registration.

Air Force Junior Reserve Officer Training Corps (AFJROTC) - The AFJROTC program educates and trains high school cadets incitizenship, promotes community service, instills responsibility, character, and self-discipline, and provides instruction in air andspace fundamentals. The program is grounded in the Air Force core values of integrity first, service before self, and excellencein all we do. The curriculum emphasizes the Air Force heritage and traditions, the development of flight, applied flight sciences,military aerospace policies, and space exploration.

o Requires enrollment in AFJROTC courses beginning in freshman year.o Maintain military appearance requirements (standard military hair style, uniform specified by instructor, etc.)



The following list includes other programs available for Controlled Enrollment. Unless otherwise noted, students will be consideredfor Controlled Enrollment in these programs for their 10th and 11th grade years. Students enrolled for either of those years will beconsidered for their 12th grade year. No students will be considered for Controlled Enrollment for only their 12th grade year.

Jacksonville High School

Engineering Academy (part of Information Technology and Engineering Academy (ITEA)) - The Engineering Academy is a partof the Information Technology and Engineering Academy (ITEA). The Engineering Academy is for students who are interested incareers associated with Engineering, Drafting, and Information Technology. This academy will consist of students who will havethe same focus and direction for the next three years, which will combine a college-preparatory focus with a careertheme. Students will have the opportunity to take classes in Introductory and Advanced Engineering, Drafting, and ComputerProgramming.

Health Science Academy - The Health Sciences Academy is a small learning community for students interested in a field such asmedicine, dentistry, veterinary medicine, radiologic technology or nursing. The Health Sciences Academy will help develophealthcare professionals for an industry short on workers through a four-year high school curriculum that provides courses ofstudy for students who plan to pursue health-related careers. Students will have the opportunity to gain real-life experiencesthrough participation in off-campus student medical internships and shadowing.

International Baccalaureate Diploma Programme - The International Baccalaureate (IB) Diploma Programme is a rigorous two-year course of study in the junior and senior year leading to an International Diploma from Geneva, Switzerland. The IBDiploma is recognized by the world’s leading universities. The curriculum creates an international mindedness that results in anincreased global awareness for the students in and out of the classroom. Preparation for the IB Programme must begin duringthe freshmen year. All prospective students for IB courses must complete the application process.

o Students considering participation in the International Baccalaureate Diploma Programme must complete English IHonors, English II Honors, Biology Honors, Chemistry Honors, AP Environmental or Earth and Environmental Honors,World History Honors, Civics and Economics Honors, Algebra/Integrated Math I, Geometry Honors, Algebra IIHonors, and 3rd Level of Foreign Language (Spanish) by the end of the sophomore year.

o The IB Programme is available as an option for students beginning in 11th grade.

Northside High School

21st Century Academy - The 21st Century Academy has strong emphasis on technology. Students in the academy will betaught by teachers who integrate technology in every lesson. The students will use web pages, blogging, online chats and emailas a means of communicating with their teachers. After completion of the requirements of the academy and the school, thestudents will have a Microsoft Certification in several areas.

Culinary Arts Academy - Students in the Culinary Arts Academy will gain a foundation in culinary arts and food servicemanagement. Through a core academic and technical curriculum, aligned with national and state standards, students will havean opportunity to train in all areas of food preparation and service. By participating in mentoring and internship opportunities,they will also gain practical experience that will enhance their resume in preparation for higher education or the workforce.

Richlands High School

Engineering Academy - The Engineering Academy is a structured program that is designed to provide students with anadvanced and rigorous curriculum in science, math and technology that will prepare them for further study and careers inengineering. The curriculum will serve as excellent preparation for the study of advanced pre-engineering college mathematicsand sciences.

Swansboro High School

Audio/Visual (AV) & Communication Technologies Academy - The AV & Communication Technologies Academy provides asmall learning community for creative students interested in visual, digital media including audio and video production.Students will be enrolled in several Adobe Academy courses which will lead to certification when completed.

Culinary Arts/ProStart Academy - The Culinary Arts/ProStart Academy is a small learning community that serves studentsinterested in business management, entrepreneurship, marketing, culinary fields (restaurant ownership, chef, etc.).



Engineering and Construction Academy - This academy is a small learning academy for students interested in careers thatrequire a strong foundation in math and science such as engineering or construction trades including Welding and Masonry.The academy also serves students interested in architecture, drafting, and scientific visualization.

Health Sciences Academy - The Health Sciences Academy is a small learning community for students interested in a field suchas medicine, dentistry, veterinary medicine, radiologic technology or nursing. The Health Sciences Academy will help develophealthcare professionals for an industry short on workers through a four-year high school curriculum that provides courses ofstudy for students who plan to pursue health-related careers. Students will have the opportunity to gain real-life experiencesthrough participation in off-campus student medical internships and shadowing.

White Oak High School

Engineering Major (part of the Technology Academy) - The Technology Academy will prepare students to effectivelycommunicate, apply scientific principles and mathematical knowledge to give them the opportunity to develop critical thinkingand technical skills to be successful in today’s 21st Century global economy. Students will be able to choose from a wide varietyof majors to prepare them for future math and science-related careers, as well as focusing on the practical application ofmathematical and scientific principles as they relate to engineering.

Sports Medicine/Physical Trainer Major (part of Health and Health Sciences Academy) - The Sports Medicine/Physical TrainerAcademy will expose students to vocations they can explore dealing with sports, exercise, medicine, marketing and the humanbody. Students will be provided opportunities to hone their physical potential while learning the scientific methodology andrelevance of their activities. Students will also be given opportunities to earn American Red Cross certification in CPR/FirstAid/AED. Furthermore, this academy will prepare students for the successful completion of further certifications in CertifiedPersonal Trainer (CPT) and Certified Strength and Conditioning Specialist (CSCS). It will also, provide students with theknowledge for entrance into the college program of Athletic Trainer-Certified (ATC).

CONTROLLED ENROLLMENT APPLICATION DIRECTIONS

All assignments will be for a full academic year. Students can change assignments during the school year only if they move out of their currentattendance area or meet hardship requirements. Hardship cases will be heard by the school principal and the superintendent’s designee.

1. Students will meet with the Controlled Enrollment counselor at their home school.

2. Students must complete the Controlled Enrollment application as well as the required paperwork from the Controlled Enrollment schoolthat will be considered for acceptance in the desired program.

3. These two (2) documents must be returned to the Student Services Office at the Onslow County Central Office.

4. These documents will be forwarded to the Controlled Enrollment school for consideration.

5. After the receiving school determines whether the student will be accepted into the Controlled Enrollment program, the paperwork willbe returned to the Student Services Office.

6. If accepted, a contract will be sent to the parents for final acceptance of the student placement.

7. A letter outlining the outcome of the applications and the contract will be mailed to both schools and the parent.

8. Once all paperwork is completed and all conditions have been met, the student will be assigned to the Controlled Enrollment school forthe following school year.

9. Transportation will not be provided outside of the assigned home school attendance area. Parents must provide timely transportation toand from school each day if no exception for transportation has been made. (Failure to provide timely transportation may result instudent transfer to their home school)

10. If space is available, siblings who also make application will be assigned to the same school if older sibling is selected.

11. Selection will be based on space available. Students will be assigned their choice to the fullest extent possible. If your choice is notavailable, the student will be assigned to his/her home school. All Onslow County students will have an opportunity to participate incontrolled enrollment process with assignment based on availability, facilities, and consideration of special needs.

12. Any student whose choice is to remain at their assigned home district school will not need to complete an application.


ONSLOW COUNTY SCHOOL SYSTEM

CONTROLLED ENROLLMENT APPLICATION

2016-2017

Applications will not be accepted after Friday, May 6, 2016

__________________________________________________________ ______________(Student Last Name) (Student First Name) (Middle) (Grade Level in 2015-2016)

___________________ _________________________(Student ID #) (Date of Birth – Month/Day/Year)

_______________________________________________________________ ____________(Parent/Legal Guardian Name) (Relationship to Child)

________________________________________ __________________ _____ _____(Parent/Legal Guardian Address) (City) (State) (Zip)

_____________________________________________________________________________(Mailing Address – if different from above)

_______________________ _______________________ ____________________(Home Phone Number) (Work Phone Number) (Cell Number)

_________________________ _________________________(Home District School) (School Attended in 2015-2016)

JHS – Advanced Construction Technology* RHS – Engineering Academy

JHS – Engineering Academy SWHS – Advanced Automotive/Transportation Technology*

JHS – Health Science Academy SBHS – Audio/Visual & Communication Academy

JHS – International Baccalaureate Diploma Programme** SBHS – Culinary Arts/ProStart Academy

NHS – 21st Century Academy SBHS – Engineering and Construction Academy

NHS – Air Force Junior ROTC* SBHS – Health Sciences Academy

NHS – Culinary Arts Academy WOHS – Engineering Major

NHS – Advanced/Applied Technology* WOHS – Sports Medicine/Physical Trainer Major

*Available for application beginning in 9th grade; **Available for application beginning in 11th grade; All others are available for application beginning in 10th grade

1. ___________________________________________ __________________________________________(Controlled Enrollment School) (Requested Specialized Program)

2. ____________________________________________ __________________________________________(Controlled Enrollment School) (Requested Specialized Program)

Check the box below if applicable: Each new applicant must submit a separate application.

This applicant has a sibling also applying to this controlled enrollment program for the 2016-2017 school year. Sibling acceptance will bebased on available space at the receiving school. List sibling information below.

_________________________________________________________________ _______________(Student Last Name) (Student First Name) (Middle) (Grade Level in 2015-2016)

___________________ _________________________(Student ID #) (Date of Birth – Month/Day/Year)

I have read the Onslow County High School Course Selection Guide and understand the process for selection into a ControlledEnrollment Program, that I will be responsible for transportation both to and from the Controlled Enrollment school and that my childmust remain enrolled in the program for the entire academic year.

________________________________________________________________________ ___________________(Parent/Legal Guardian Signature) (Date)


ONSLOW COUNTY SCHOOL SYSTEM

CONTROLLED ENROLLMENT INTENT FORM

2016-2017

Intent Forms are due on or before Friday, April 8, 2016

This form should be completed by all current controlled enrollment students in any specialized program at any high school.

_______________________________________________________________________________(Student Last Name) (Student First Name) (Middle)

________________________ ________________________ _______________________(Student ID #) (Date of Birth – Month/Day/Year) (Grade Level in 2015-2016)

_______________________________________________________________ ____________(Parent/Legal Guardian Name) (Relationship to Child)

________________________________________ __________________ _____ _____(Address) (City) (State) (Zip)

_______________________ _______________________ ____________________(Home Phone Number) (Work Phone Number) (Cell Number)

_________________________ _________________________ _________________________(Home District School) (Controlled Enrollment School) (Controlled Enrollment Academy/Program Title)

I understand that by signing this intent form that my child will continue to be eligible for enrollment in the above listed Controlled Enrollmentprogram. I understand that I will be responsible for transportation to and from the Controlled Enrollment school and that my child must remainenrolled in the program for the entire academic year. I understand that my child must be making satisfactory progress in the above listedacademy/program.

____________________________________________________________________________ _________________(Student Signature) (Date)

____________________________________________________________________________ _________________(Parent Signature) (Date)

For School Use Only

Student is making satisfactory progress in the above listed academy/program.

Student is not making satisfactory progress in the above listed academy/program.

Approved

Not Approved

Reason:

________________________________________________________________________ ___________________(Principal/Designee Signature) (Date)

For Central Office Use Only

Your child has been assigned to the academy/program listed above.

________________________________________________________________________ ___________________(Student Services Director Signature) (Date)


DRIVER’S LICENSE AND ATHLETIC INFORMATION

DRIVER’S LICENSE AND ACADEMIC PROGRESS

Who Is Affected By The Driving Eligibility Certificate Legislation?Under NCGS 20-11(n), this legislation is directed to all North Carolina students under the age of 18 who are eligible for a driving permit orlicense. This includes public school, federal school, charter school, home school, private school, and community college students.

Who Is Not Affected By This Legislation?Students who have attained a high school diploma, a G.E.D., or an adult high school diploma as issued by a community college are notaffected by this legislation. In addition, students who received a driving permit or license prior to the Graduated Driver's License program(before 12/1/97) are not affected.

What Is A Driving Eligibility Certificate (DEC)?A Driving Eligibility Certificate (DEC) is a printed document that is issued by the school principal and/or the principal's designee. TheDriving Eligibility Certificate certifies that the student is currently enrolled in school and has demonstrated adequate academic progresstoward graduation.

Who Issues Driving Eligibility Certificates?The principal and/or the Driving Eligibility Certificate (DEC) Representative is responsible for signing and issuing a Driving EligibilityCertificate. A DEC is needed when a student plans to apply for a driving permit or license.

Does This Meet The Family Education Right To Privacy Act (FERPA)?Yes. The current DEC requires parents, guardians, or emancipated juveniles to provide their written irrevocable consent for a school todisclose to the Division of Motor Vehicles when a student no longer meets the conditions under G.S. 20-11. A Driving Eligibility Certificatecannot be issued without the parent's written consent.

Who Is Not Eligible To Receive A Driving Eligibility Certificate?Students who are not making adequate academic progress or have dropped out of school. According to NCGS20-11(n1), some studentsare ineligible to receive a Driving Eligibility Certificate. Students expelled, suspended or placed in an alternative educational setting formore than ten (10) consecutive days for possessing or selling alcohol, illegal or controlled substances on school property; bringing,possessing or using a weapon or firearm on school property, pursuant to NCGS 115C-391 (d1); or assaulting any school personnel onschool property are ineligible.

What Are The Requirements For A Driving Eligibility Certificate?The Driving Eligibility Certificate will be issued only if the student has demonstrated adequate academic progress in the prior semesterand has not dropped out of school. Students must not be in violation of NCGS 20-11(n1) as described in the above statement. Studentswho do not meet these requirements will not be issued a Driving Eligibility Certificate.

What If A Student Has Already Been Issued A Driver’s Permit Or License?The Division of Motor Vehicles will be notified to revoke the driving privileges of students who are not making adequate academicprogress or have dropped out of school. This notification of DMV will take place after the parents have been given written notification ofthe pending action. In addition, DMV will be notified to revoke of driving privileges of students expelled, suspended or placed in analternative educational setting for more than ten (10) consecutive days for possessing or selling alcohol, illegal or controlled substanceson school property; bringing, possessing or using a weapon or firearm on school property, pursuant to NCGS 115C-391 (d1); or assaultingany school personnel on school property.

What Is Adequate Progress?A student must have passing grades in 70% or more of his or her classes. The 70% relates to passing 3 of 4 courses during the semester.Any semester course load of less than 4 courses will require passing 100% (all) the courses during the semester. Adequate academicprogress will be evaluated at the midpoint of the school year (first semester grades) and at the end of the school year.

Are There Hardship Rules?Yes, principals and/or DEC Representatives will be able to issue Driving Eligibility Certificates to students based on hardship. Studentsmust have already been issued a driver's permit/license in order to request a hardship. Cases of hardship must reflect specificcircumstances that are beyond the control of the student, his or her parents, or the school. In all cases of hardship, documented proofmust be submitted. The specific hardship circumstances are divided into three categories:

Hardship Guidelines

1. Medical Considerationsa. Student – Documented proof must be submitted to the school from a doctor (on letterhead) citing reasons why the

student missed school, dates of illness, etc.b. Parent – Documented proof must be submitted to the school as to the parent's medical illness or impairment. Evidence

must demonstrate the absolute necessity of the student to have a driver's license.

2. Work-related Considerations



a. Student must demonstrate that he/she required transportation to/from a job that is necessary to the family's financialwelfare and is unable by any other means to do so.

b. There should be documented proof that the student is working and that the student's earnings go directly to support thebasic needs of the family. In addition, there must be proof that the student is unable by any other means to get to andfrom work.

3. Exceptional Children Considerationsa. A DEC can be issued to a student when it has been determined that the student is unable to make progress toward

obtaining a diploma/certificate. This ruling is not intended to apply to exceptional students who have the ability to obtain ahigh school diploma.

b. Input from the IEP Committee and other sources should help guide in the decision.

2016-2017 NC HIGH SCHOOL ATHLETIC ASSOCIATION (NCHSAA)Eligibility Summary, Rules, and Regulations - May be updated prior to the beginning of each school year at the discretion of the NCHSAA

AGE

Student may not participate if he/she becomes 19 years of age on or before August 31, 2016.

ATTENDANCE

Must be in attendance 85% of the previous semester. (i.e. cannot miss more than 13.5 days in a 90-day semester) This includes allabsences (excused and unexcused). Attendance is regulated by local LEA policy in terms of length of day required to be counted inattendance. Local attendance policy may be more stringent in terms of counting/earning credit for courses.

ACADEMICS

Must pass a minimum load of course work the previous semester to be eligible at any time during the semester. Courses must beapproved for credit, i.e., Audited courses would not count. Minimum load is defined as five (5) courses in the traditional school schedule.Minimum load is defined as three (3) courses on the “block” schedule. This applies to all student athletes, including seniors. If the schoolis on an a/b form of “block” scheduling, a student must pass six (6) of eight (8) courses during what would traditionally be defined as asemester. No work previously passed by a student may be submitted as part of a minimum load. Summer school work used to make uppart of the minimum load must be applied to the most recent semester. Credit for summer school work is the determination of the localunit. A student not eligible at the beginning of the semester is not eligible at any time during the semester.

Exception: A student who receives an incomplete which causes him/her to fail to meet minimum scholastic requirements is ineligibleuntil the course is satisfactorily completed. Eligibility is restored immediately.

ENROLLMENT/RESIDENCE

Student must be a regularly enrolled member of the school’s student body. Student must participate at the school to which he/she isassigned by the local board of education. School assignment is based on the residence of the parent or legal custodian (court orderedcustody, not guardian) within the administrative unit. Student must live with the parents or legal custodian. A “legal custodian” is aperson or agency awarded legal, court-ordered custody of a child. A student may not have two residences for eligibility purposes.

In order for a change of residence to be bona fide, at least the following facts must exist:

1. The original residence must be abandoned as a residence; that is sold, rented or disposed of as a residence and must not be used asresidence by any member of the family.

2. The entire family must make the change and take with them the household goods and furniture appropriate to the circumstances.3. The change must be made with intent that the move is permanent.

NCHSAA TRANSFER POLICY

After initial entry into the ninth grade, and absent a bona fide move as provided in the Residence section of the NCHSAA Handbook:

a) A student transferring from one member school to another member school within the same LEA must sit out 365 days forathletic participation. The LEA may create criteria for immediate athletic eligibility for transfers within the LEA.

b) A student transferring from one member school in one LEA to another member school in a different LEA must sit out 365 daysfor athletic participation. Exceptions for immediate athletic eligibility for transfers from one LEA to a different LEA will be heardby a special NCHSAA transfer committee.

Transfers within the same administrative unit are governed by the local board of education. A student transferred from one administrativeunit to another by mutual agreement, is immediately eligible for athletic participation in the receiving unit, if eligible in all other respects.



Student must be properly enrolled at the member school no later than the 15th day of the present semester, and must be in regularattendance at that school. No student may participate at a second school in the same sport in the same sport season except in the eventof a bona fide change of residence of the parent(s) or legal custodian. Change of schools must be contemporaneous with change ofresidence.

MEDICAL REQUIREMENTS

Student must receive a medical examination once every 365 days by a duly licensed physician, nurse practitioner, or physician’s assistant.Students absent from athletic practice for five (5) or more days due to illness or injury shall receive a medical release by a physicianlicensed to practice medicine before re-admittance to practice or contests. No student may be eligible to participate at the high schoollevel for a period lasting longer than eight (8) consecutive semesters, beginning with the student’s first entry into ninth grade orparticipation on a high school team, whichever occurs first.

NCHSAA REGULATIONS

Falsification of information in terms of eligibility will result in the student athlete(s) being declared ineligible for a period of 365 days fromthe point of notification by the NCHSAA.

No student may participate at the high school level for more than four (4) seasons in a sport (one season per year), i.e. A student couldnot play fall women’s soccer in one state and then play NCHSAA women’s soccer in the spring. A student must not be convicted of afelony in this or any other state, or be adjudicated as a delinquent for an offense that would be a felony if committed by an adult in thisor any other state. A student may not play, practice or be on the roster in any capacity (manager, for example) if ineligible. This does notapply to summer workouts, but the student should be enrolled in school. A student may not dress for a game or scrimmage when he/sheis not eligible to participate in the game. If serving an “ejection”, student may be in the bench area but may not be in uniform. Tomaintain amateur status, a student must not accept money or awards having utilitarian value (golf balls, clubs, tennis rackets, etc.) Forparticipation in athletics, a student must not have signed a professional contract or played on a junior college/community college team.

SCHOOL REQUIREMENTS

Each coach must sign off on the eligibility summary form that is signed by the principal and athletic director. A mandatoryparent/guardian meeting must be held to have the parent sign the parental permission form to acknowledge eligibility andsportsmanship policies/expectations have been reviewed.



Documents

OCSSecondaryServices - PC\|MACimages.pcmac.org/SiSFiles/Schools/NC/OnslowCounty/N… · · 2016-03-21Letter from Superintendent 3 Secondary School Profiles 4 Purpose, ... Principal: