TABLE OF CONTENTS - Sampson County...• North Carolina Department of Public Instruction (NCDPI)...

TABLE OF CONTENTS

A Message To Students and Parents…………………………………………………………...………………………... 1

Requirements For Graduation……………………………………………………………………………….................... 2

High School Accountability Model Indicators ................................................................................................................... 4

Course Units Required ....................................................................................................................................................... 5

Future-Ready Core Pathways Requirements ...................................................................................................................... 7

North Carolina Academic Scholars Program ................................................................................................................... 25

Career and Technical Honor Society ............................................................................................................................... 28

Arts Education Honor Society ......................................................................................................................................... 29

University of North Carolina System Admissions Requirements .................................................................................... 30

NCAA Division I Freshman Eligibility Standards ........................................................................................................... 32

Community Colleges Admission Requirements .............................................................................................................. 32

Work-Based Learning Opportunities ............................................................................................................................... 32

Work Release ................................................................................................................................................................... 33

Academic Honors ............................................................................................................................................................. 33

Progress Reports/Grades/Report Cards ............................................................................................................................ 34

Examinations .................................................................................................................................................................... 34

Criteria for an Absence to be Classified as Excused ........................................................................................................ 34

Make-up Work ................................................................................................................................................................. 35

Excessive Absences ......................................................................................................................................................... 35

Sampson Community College – Sampson County High School ..................................................................................... 36

Requirements for All Students Attending Sampson Community College ....................................................................... 36

Career and College Promise ............................................................................................................................................. 36

Community College Credit for High School Courses-Articulation Agreement ............................................................... 39

Honors and Advanced Placement Course ........................................................................................................................ 39

Distance Learning Courses .............................................................................................................................................. 41

Grading System ................................................................................................................................................................ 42

Grade Level Unit Requirements ....................................................................................................................................... 43

2016-2017 Course Offerings for Sampson County High Schools ................................................................................... 44

Course Descriptions ......................................................................................................................................................... 48

Agricultural Education ..................................................................................................................................................... 48

TABLE OF CONTENTS CONTINUED

Arts Education ................................................................................................................................................................. 51

Business, Finance and Information Technology Education ............................................................................................. 54

Career Development Education ....................................................................................................................................... 57

English ............................................................................................................................................................................. 57

Family and Consumer Sciences Education ...................................................................................................................... 60

Health Science Education ................................................................................................................................................ 62

Health and Physical Education......................................................................................................................................... 64

Marketing & Entrepreneurship Education ....................................................................................................................... 65

Mathematics ..................................................................................................................................................................... 67

Military Science ............................................................................................................................................................... 69

Occupational Education ................................................................................................................................................... 71

Science ............................................................................................................................................................................. 73

Social Studies ................................................................................................................................................................... 75

Technology Engineering and Design ............................................................................................................................... 77

Trade and Industrial Education ........................................................................................................................................ 79

World Languages ............................................................................................................................................................. 82

Other Credit Programs ..................................................................................................................................................... 83

In compliance with federal law, Sampson County Schools administers all state-operated educational

programs, employment activities and admission without discrimination because of race, religion, national

or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate

and allowed by law.

1 Sampson County Schools 2016-2017

A MESSAGE TO STUDENTS AND PARENTS

Sampson County Schools offers a curriculum that meets the individual needs of students whether they plan to

enter the workforce, enlist in the military, or continue their education. Courses are designed to develop

interests, knowledge, and skills while satisfying local and state graduation requirements. A comprehensive

and flexible curriculum encourages students to explore a variety of career choices. For example, the Academic

Program prepares students for college and career readiness for meeting college admissions requirements.

Another option is the Career and Technical Education Program, which includes entry-level training in several

different career pathways, and provides a foundation for further study and training. The Exceptional Children’s

Program provides individualized education for students with identified special needs.

The North Carolina Standard Course of Study, Common Core State Standards and NC Essential Standards,

dictate courses offered by Sampson County Schools. The standards are designed to be rigorous and relevant

to the real world, reflecting the knowledge and skills that our young people need for success in college and

careers. With American students fully prepared for the future, our communities will be best positioned to

compete successfully in the global economy.

Career and Technical Education (CTE) courses serve students by supporting a broad range of interests. The

Instructional Management System provides a framework that includes course blueprints, curriculum guides,

and a competency test item bank. Completing a CTE pathway enables students to enter the workforce or

postsecondary education with essential technical knowledge and skills.

In addition, Sampson County high schools provide a variety of additional learning opportunities. Advanced

Placement (AP) courses are college-level courses taught by high school teachers either in the classroom or on-

line. Students may enroll at local community colleges to take college-level academic, technical, and vocational

courses. On-line providers such as North Carolina Virtual Public School (NCVPS) and others offer interesting

and challenging courses. Additionally, the Career and College Promise Program provides a link from high

school to college with transition courses for both high school and college credit.

This 2016-2017 High School Course Selection Guide is developed to help students and their parents design a

productive, interesting, and challenging high school program. Contained in this guide are course listings

that include the prerequisites, school locations, grade levels, and brief descriptions for all courses offered

in the county. Unless otherwise noted, all courses carry one unit of course credit. Students should review the

guide thoroughly and exercise care in selecting courses best suited to their career pathways, needs, and

interests. Please note that all information included in this guide is subject to change based on state and local

policy adoptions and funding.

Course offerings at each high school may be different, depending on teacher availability and the number of

course requests from students. All requests are considered in making the master schedule for the school.

PRINCIPALS RESERVE THE RIGHT TO DECLINE SCHEDULE CHANGE REQUESTS AFTER THE

START OF THE SCHOOL YEAR SINCE IT COULD AFFECT CLASS SIZE AND FUNDING.

The Sampson County Schools System is committed to educational equality opportunity. All courses,

including Career and Technical Educational courses, are available to all students without regard to race, color,

sex, religion, age, national origin, or handicapping condition.

The Sampson County Schools System is in compliance with the following federal laws: Title VI (elimination

of discrimination regardless of race, color, and national origin); Title IX (elimination of discrimination

regardless of sex); and Section 504 of the Rehabilitation Act of 1973 (placement of handicapped students in the

least restrictive environment). The following persons are appointed coordinators in compliance with these

laws: Title VI Coordinator - Assistant Superintendent for Personnel; Title IX Coordinator - Director of

Middle Grades Education, and Section 504 – Exceptional Children’s Director, Sampson County Schools, P.O.

Box 439, Clinton NC 28329.

In compliance with federal law, Sampson County Schools administers all state-operated educational programs,

employment activities and admission without discrimination because of race, religion, national or ethnic

origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by

law.


REQUIREMENTS FOR GRADUATION

All students must complete a course of study and pathway in order to earn a high school diploma. Students must

meet all of the requirements for their Course of Study. If these requirements are met prior to four years the student

may request to be an early exit graduate. The typical SCSs graduate will finish with a minimum of 28 course credits. Some

students do graduate in three years and they are eligible, upon approval of their high school principal and the SCSs district

office, to graduate with 28 course credits. Whether you would like to graduate in four years or three, please utilize a school

counselor in order to best customize your schedule.

END-OF-COURSE (EOC) TESTS End-of-Course tests are given for the following courses:

1. Math I

2. Biology

3. English II

Note: Each EOC counts twenty-five percent of a student’s final grade and students may not be exempted from any

state required End-of-Course test. Additionally, the Math I requirement may be waived in extreme situations for

students who are identified as Learning Disabled in mathematics.

CHANGES IN STATE POLICIES, COURSE OFFERINGS, AND UPDATES

In the past couple of years, there have been various changes in state policies, course offerings, grading and weighted

point scales. With this in mind, there are a few changes and policies we would like to highlight:

As always, we encourage students and parents to consult with your school’s counselor.

• All secondary courses are now on the ten-point grading scale. The scale is listed below:

A (90-100) 4.0 points per unit

B (80-89) 3.0 points per unit �

C (70 - 79) 2.0 points per unit

D (60 - 69) 1.0 points per unit

F (below 60) 0.0 points per unit

• North Carolina Department of Public Instruction (NCDPI) recommends that school districts use the following

conversion chart for courses taught outside of NC school districts or for courses that did not issue a numeric

grade.

Letter Grade Numeric Grade

A, A+, A- = 95

B, B+, B- = 85

C, C+, C- = 75

D, D+, D- = 65

F = 55


All students begin accumulating their official high school GPA upon entering high school coursework following the

day after completion of 8th

grade (June or later for most students). �

For students failing a course: Beginning with the 2015-2016 school year, upon completion of a repeated course, the

new course grade shall replace the previous grade for the course.

Students beginning high school before the 2015-2016 school year will operate under the following weighted course

scale: Honors course will receive an additional 1 point of weight. Community college and university courses will

receive 1 point of weight. Advanced Placement courses will receive two points of weight.

Students beginning high school in or after the 2015-2016 school year will operate under the following

weighted course scale: Honors course will receive an additional .5 weight. Advanced Placement and all other

community college and university courses will receive an additional 1point of weight. �


HIGH SCHOOL ACCOUNTABILITY MODEL INDICATORS

The accountability model has two parts: absolute performance and growth. At the high school level, there are six

indicators: performance composite, ACT performance, graduation rate, Future Ready Core, WorkKeys performance,

and graduation project participation.

Absolute Performance

Growth

Performance Composite

Growth

ACT Performance

ACT

Graduation

Rates

Graduation Rates

Math Course Rigor

Math Course Rigor

WorkKeys

WorkKeys

Graduation Project

The high school accountability model has the most changes. To gauge whether students are career and college ready,

five new indicators have been added to the high school accountability model:

• Math Course Rigor - the percentage of students taking and passing high-level math courses such as Algebra II

or Integrated Math III and higher.

• ACT Performance - the percentage of students scoring well enough to have a 50 percent chance of getting a B

or higher in their first credit-bearing college course.

• WorkKeys Performance – for Career Technical Education concentrators (students who have earned four CTE

credits in a career cluster with one being a completer course), the percentage of concentrator graduates who

were awarded a Silver Level Career Readiness Certificate based on the three WorkKeys assessments.

• Graduation Rates - The percentage of students who graduate in four years and five years.

• Graduation Project - Schools will receive credit if they require students to complete a graduation project. These

measures are in addition to student performance on the three required end-of-course assessments: Math I,

English II and Biology.

Achievement of Benchmarks in

English, Math, Science, Reading

and Writing

Math I, English II and

Biology defined by SCOS

4 – year Cohort Rate

5 – year Cohort Rate

Graduates taking and passing

Math III

Silver Achievement level in career

readiness benchmarks

School requires and meets standards

of quality for Graduation Project


COURSE UNITS REQUIRED

Future-Ready Core Course of Study Credits Required for Students Entering Ninth Grade for the

First Time in 2012-2013 and After

Courses Required State Requirements Local

Requirements English 4 sequential (English I, II, III, and IV) 4 Mathematics 4 (either Math I, Math II, Math III and a fourth math course

aligned with the student’s post-high school plans)

(A principal may exempt a student from this math sequence.

Exempt students will be required to pass either (1) Algebra I

and either Algebra II or Geometry or (2) Math I and II.

Exempt students also must pass either Alternative Math I

and II or two other application-based math

courses.)*

4

Science 3 (a Physical Science course, Biology and

Earth/Environmental science) 3

Social Studies 4 (including World History, Civics & Economics: Founding Principles and American History Parts I and II OR AP U.S. History and one additional social studies elective.

4

Health/P.E. 1 with successful CPR instruction 1 World Languages Not required for high school graduation. A two-credit

minimum is required for admission to a university in the UNC system.

Not required

Electives 6 (2 electives must be any combination of Career and Technical Education, Arts Education or Second Language;

4 must be from one of the following: Career and Technical

Education, R.O.T.C., Arts Education or any other subject

area or cross-disciplinary course. A four-course

concentration is recommended.)**

8

4-Unit Concentration As part of this core, the State Board of Education strongly recommends that local superintendents assist students in

developing four-course concentration focused on student

interests and post-secondary goals. The concentration

would provide an opportunity for the student to participate

in a rigorous, in-depth, and linked study. The concentration

would not limit a student’s access to opportunities provided

through Career and College Promise. Local superintendents

or designees must approve student concentration.

4

Total Credits 22 28

� Students seeking to complete minimum application requirements for UNC universities must complete four

mathematics courses, including a fourth math course with Math III as a prerequisite.

� Students seeking to complete minimum application requirements for UNC universities must complete two

years of a World Language.


Occupational Course of Study Credits Required (only available for certain students with disabilities who have an IEP)

Courses Required State Requirements Local Requirements

English 4 (including Occupational English I, II, III, and IV) 4 Mathematics 3 (including Introduction to Math, Occupational Math I, and

Occupational Financial Management) 3

Science 2 (including Applied Science and Occupational Biology) 2

Social Studies (Occupational American History I and II) 2

Health/P.E. 1 1

Career/Technical 4 (vocation education electives) 4 Foreign Language 0 Occupational

Preparation 6 (including Occupational Preparation I, IIa, IIb, IIIa,

IIIb, which requires 300 hours of school-based training, 240 hours of community-based training and 360 hours of paid employment

6

Electives 0 6 Other Requirements • Completion of IEP objectives

• Career Portfolio required

Total Credits 22 28


Education

Levels

Grade English

Language Arts

Math Science Social Studies/ Sciences

Other Required Courses

Recommended Academic Electives

Pathway Courses

Secondary

Note: Students must complete four credits in the same academic pathway. Students may also complete an AP pathway with a combination of AP courses in any subject area. There may be other academic courses students may take that come up during the year i.e. NCVPS that may fall under one of these areas. Please see your counselor for more information.

9 English I Math I or

Math II

Earth/ Environmental Science or Biology

World History

Health and Physical Education

MATH Pre-calculus Honor Calculus AP Calculus Honors Statistics AP Statistics SAT Prep SCC College Level Math

SCIENCE Chemistry Anatomy Advanced Biology NCSSM Science Physics AP Science SCC Science HISTORY Psychology Sociology World Geography SCC History ENGLISH Research Writing Yearbook AP English Literature AP English Language

SCC English SAT Prep AP Any combination of four AP courses

10 English II Math II or Math III

Biology or Physical Science

American History I

World

Languages I

11 English III

Math III Advanced Functions,

or Pre-

Calculus

Physical Science or Chemistry

American History II

World Languages I or

World Languages II Chemistry or Physics Biology II

12 English IV

Advanced Functions,

Pre-Calculus, Calculus,

or SCC

College Algebra

Chemistry or Physics

Civics and Economics

World Languages II or

World Languages III Chemistry or Physics Biology II

FUTURE READY CORE PATHWAY REQUIREMENTS

ACADEMIC/ADVANCED PLACEMENT


Education

Levels

Grade English

Language Arts




Pathway Courses

Note: Students must complete four credits in their cluster. Two credits must come from one pathway to include a second level (*). The other two courses may be in the same or different pathway. All proficient and advanced art classes and levels two, three, and four World Language classes will be awarded honors credit. NCVPS art courses may be included in the pathways.

Secondary


Math II


World History


Visual Arts Beginning Intermediate* Proficient Advanced Dance Beginning Intermediate* Proficient Advanced Theater Arts Beginning Intermediate* Proficient Advanced Music (Band/ Vocal Music) Beginning Intermediate* Proficient Advanced

10 English II Math II

or Math III


American History I

World

Languages I

11 English III

Math III Advanced Functions

or Pre-Calculus


American History II

World Languages I or World

Languages II

12 English IV

Advanced Functions,

Pre-Calculus, Calculus, or SCC College

Algebra



World Languages II or World

Languages III


ARTS


Education

Levels

Grade English/

Language Arts




Pathway Courses

Secondary

Note: Students must complete four art credits in their cluster. Two credits must come from one pathway to include a second level (*). The other two courses may be in the same or different pathway. All proficient and advanced art classes will be awarded honors credit.

9 English I Math I Or

Math II


World History


World Languages Spanish I Spanish II Spanish III Spanish IV (Or 4 levels of another language) AVID AVID I AVID II AVID III AVID IV JROTC JROTC I (LET I) JROTC I (LET II) JROTC II (LET III) JROTC II (LET IV) JROTC III (LET V) JROTC III (LET VI) JROTC IV (LET VII) JROTC IV (LET VIII)



American History I

World

Languages I

11 English III

Math III Advanced

Functions, or Pre-Calculus


American History II


Languages II

12 English IV

Advanced Functions,


Algebra




Languages III


WORLD LANGUAGES, AVID, JROTC



ANIMAL SYSTEMS

Education

Levels

Grade English

Language Arts




Foundational Courses

Enhancement Courses

Secondary

Note: Students must complete four technical credits in their pathway. Three technical credits MUST come from the Foundational courses. One of the Foundational courses must be identified by an (*). The fourth technical credit can be either a Foundational or Enhancement course.


Math II


World History


Required:

• Animal Science I

• Animal Science II*

• Animal Science II Small Animals *

Additional:

• Agriscience Applications

• Horticulture I

• Horticulture II*

• Ag Mechanics I

• Ag Mechanics II*

• Biotechnology & Agriscience Research I

• Foods I

• Foods II*

• Principles of Family & Human Services

• Personal Finance

• CTE Advanced Studies

• CTE Community College

For Freshmen Entering 2012-2013

• Principles of Business & Finance

• Entrepreneurship I

• Microsoft Word & PowerPoint

• Microsoft Excel and Access

• Marketing

• Career Management

• CTE Apprenticeship

• CTE Internship

• CTE University



American History I

World

Languages I

11 English III

Math III Advanced



American History II

World Languages I or

World Languages II Chemistry or Physics Biology II

12 English IV

Advanced Functions,


Algebra



World Languages II or

World Languages III Chemistry or Physics Biology II

NCCCS Associate of Applied Science Degree in Animal Science Technology

Postsecondary

13

ENG 111; +

ENG 113 or

ENG 114

MAT 115 or

BIO 110

BIO 110 or

MAT 115

ACA 111, BUS 137 COE 110, COE 112

+ CIS 111

or CIS 110

AGR 110, AGR 150 ANS 110, ANS 115 ANS 120, ANS 130 ANS 140, ANS 141 ANS 150, ANS 160 ANS 170, ANS 193

***Provided all prerequisites are met, courses may be taken in Year 13

or 14***

14

3-hr Social /

Behavioral Science

3-hr Humanities / Fine Arts

AGR 226, ANS 210 ANS 212, ANS 213

***High school courses listed in current NCDPI-

NCCCS articulation agreements will be

accepted***


FOOD PRODUCTS & PROCESSING

SYSTEMS

Education

Levels

Grade English

Language

Arts Math Science

Social

Studies/

Sciences

Other

Required

Courses

Recommende

d Academic

Electives

Foundational

Courses

Enhancement

Courses

Secondary

Note: Students must complete four technical credits in their pathway. Three technical credits MUST come from the Foundational courses. One of

the Foundational courses must be identified by an (*). The fourth technical credit can be either a Foundational or Enhancement course.


Math II

Earth/

Environmental

Science or

Biology

World

History

Health and

Physical

Education

Required:

• Foods I

• Foods II *

Additional:



• Horticulture I • Horticulture II*

• Ag Mechanics I • Ag Mechanics

II *












• Marketing



• CTE Internship

• CTE University

10 English II Math II or

Math III

Biology or

Physical

Science

American

History I

World

Languages I

11 English III

Math III

Advanced

Functions, or

Pre-Calculus

Physical

Science or

Chemistry

American

History II

World

Languages I

or World

Languages II

Chemistry or

Physics

12 English IV

Advanced

Functions,

Pre-Calculus,

Calculus, or

SCC College

Algebra

Chemistry or

Physics

Civics &

Economics

World

Languages II

or World

Languages III

Chemistry or

Physics

Postsecondary

13

14

At this time, no associate degree program

available at Sampson Community College.


Education

Levels

Grade English

Language Arts





Enhancement Courses

Secondary


9 English I

Math I or

Math II


World History


Required:

• Horticulture I

• Horticulture II* Additional:


• Foods I

• Foods II*

• Ag Mechanics I




• Animal Science II *


•









• Marketing



• CTE Internship

• CTE University



American History I

World

Languages I

11 English III

Math III Advanced



American History II


Languages II Chemistry or

Physics Botany Biology II

12 English IV

Advanced Functions,


Algebra




Languages III Chemistry or

Physics Botany Biology II

NCCCS Associate of Applied Science Degree in Horticulture Technology

Postsecondary

13

ENG 111, ENG 114

MAT 115 or

BIO 110

BIO 110 or

MAT 115

3-hr Social /

Behavioral Science

ACA 111, AGR 150, CIS 111, COE 110

+ 3-hr

Humanities / Fine Arts

AGR 150, HOR 112, HOR 124, HOR 134, HOR 152, HOR 170, HOR 160, HOR 162, HOR 164, HOR 166, HOR 168

***Provided all

prerequisites are met,

courses may be taken

in Year 13 or 14***

14

HOR 213, HOR 215, HOR 225, HOR 235, HOR 253, HOR 260, HOR 273

***High school

courses listed in

current NCDPI-NCCCS

articulation

agreements will be

accepted***

PLANT SYSTEMS


Education

Levels

Grade English

Language Arts





Enhancement Courses

Secondary



Math II

Earth/Environmental Science or Biology

World History


Required:

• Ag Mechanics I


Additional:


• Horticulture I

• Horticulture II*

• Foods I

• Foods II* • Animal Science I












• Marketing



• CTE Internship

• CTE University



American History I

World

Languages I

11 English III

Math III, Advanced Functions,

or Pre-

Calculus


American History II

World Languages I or World Languages II Chemistry or Physics

12 English IV

Advanced Functions,

Pre-Calculus,

Calculus, or SCC

College Algebra



World Languages II or World Languages

III Chemistry or Physics

Postsecondary

13

14

POWER, STRUCTURAL, & TECHNICAL

SYSTEMS




Education

Levels

Grade English

Language

Arts

Math Science

Social

Studies/

Sciences

Other

Required

Courses

Recommended

Academic

Electives

Foundational

Courses

Enhancement

Courses

Secondary

Note: Students must complete four technical credits in their pathway. Three technical credits MUST come from the Foundational courses. One of the

Foundational courses must be identified by an (*). The fourth technical credit can be either a Foundational or Enhancement course.

9 English I

Math I or

Math II

Earth/Environme

ntal Science or

Biology

World

History

Health and

Physical

Education

Required:

• Core & Sustainable Construction

• Carpentry I

• Carpentry II*

Additional:

• Carpentry III






For entering Freshmen 2012-2013


• Marketing

• Ag Mechanics I


• Fashion Merchandising

• Multimedia & Webpage Design



• CTE Internship


• CTE University

10 English II Math II or

Math III

Biology or

Physical Science

American

History I

World

Languages I

11 English III

Math III,

Advanced

Functions, or

Pre-Calculus

Physical Science

or Chemistry

American

History II

World

Languages I or

World

Languages II

Chemistry or

Physics

12 English IV

Advanced

Functions,

Pre-Calculus,

Calculus, or

SCC College

Algebra

Chemistry or

Physics

Civics and

Economics

World

Languages II or

World

Languages III

Chemistry or

Physics

NCCCS Associate of Applied Science Degree in Building Construction Technology

Postsecondary

13 ENG 111

MAT 120

or

MAT 140

or

MAT 161

ACA 111,

CIS 111,

COM 110,

COE 110

+ 2 hr. from:

COE 111,

ELC 111,

COE 121

Or

COE 112

ELC 111,

DFT 119,

PLU 111,

WLD 112

BPR 130, CAR 110

CAR 112, CAR 113

CAR 114, CST 131

***Provided all

prerequisites are

met, courses may be

taken in Year 13 or

14***

14

3-hr Social /

Behavioral

Science;

+

ECO 251 or

BUS 110

3-hr

Humanities/

Fine Arts

CST 221, CST 241

***High school

courses listed in

current NCDPI-

NCCCS articulation

agreements will be

accepted***

CONSTRUCTION


Education

Levels

Grade English

Language

Arts Math Science

Social

Studies/

Sciences

Other

Required

Courses

Recommended

Academic

Electives

Foundational

Courses

Enhancement

Courses

Secondary

Note: Students must complete four technical credits in their pathway. Three technical credits MUST come from the Foundational courses.

One of the Foundational courses must be identified by an (*). The fourth technical credit can be either a Foundational or Enhancement

course.


Math II

Earth/

Environmental

Science or

Biology

World

History

Health

and

Physical

Education

Required:

• Scientific

Visualization I

• Game Art

Design*

Additional:


• Marketing • Fashion

Merchandising






For entering Freshmen 2012-2013





• CTE Internship


• CTE University


or Math III

Biology or

Physical

Science

American

History I

World

Languages I

11 English

III

Math III,

Advanced

Functions,

or

Pre-

Calculus

Physical

Science or

Chemistry

American

History II

World

Languages I or

World

Languages II

Chemistry or

Physics

12 English

IV

Advanced

Functions,

Pre-

Calculus,

Calculus,

or

SCC

College

Algebra

Chemistry or

Physics

Civics and

Economics

World

Languages II or

World

Languages III

Chemistry or

Physics

Postsecondary

13

14



VISUAL ARTS


Education

Levels

Grade English

Language Arts





Enhancement Courses


Secondary


Math II

Earth/ Environmental Science

or Biology

World History



• Microsoft Word PowerPoint & Publisher

• Accounting I



• Business Management*

• Business Law*

• Entrepreneurship I*

• Microsoft Excel & Access



• Marketing


• CTE Internship


• CTE University


or Math III


American History I

World

Languages I

11 English III

Math III, Advanced



American History II


Languages II Chemistry or Physics

12 English IV

Advanced Functions,


Algebra




Languages III Chemistry or Physics

NCCCS Associate of Applied Science Degree in Office Administration

Postsecondary

13 ENG 111;

+ ENG 113

or ENG 114

MAT 115 or

MAT 140

ACA 111, COE 110

Select 8 hr. from:

ACC, BUS, CIS, COE, CTS, DBA, ECO, MED, MKT, NET, OST, PSY,

WEB

ACC 115 or ACC 120, BUS 121, OST 132 OST 133, OST 134 OST 136, OST 137 OST 164, OST 184

***Provided all prerequisites are

met, courses may be taken in Year 13 or

14***

14

3-hr Social /

Behavioral Science

3-hr Humanities / Fine Arts

BUS 260, OST 223 OST 236, OST 286

OST 289

***High school courses listed in current NCDPI-

NCCCS articulation agreements will be

accepted***

GENERAL MANAGEMENT


THERAPEUTIC SERVICES, DIAGNOSTIC SERVICES

HEALTH INFORMATICS, SUPPORT SERVICES

Education

Levels

Grade English

Language

Arts

Math Science

Social

Studies/

Sciences

Other

Required

Courses

Recommended

Academic

Electives

Foundational

Courses

Enhancement

Courses

Secondary

Note: Students must complete four technical credits in their pathway. Three technical credits MUST come from the Foundational courses. One

of the Foundational courses must be identified by an (*). The fourth technical credit can be either a Foundational or Enhancement course.


Math II

Earth/

Environmental

Science or

Biology

World

History

Health

and

Physical

Education

Required:

• Health Science I • Health Science II*

Additional:

• Health Team Relations

• Fundamentals of Gerontology

• Public Health Fundamentals








• Foods I

• Parenting & Child Development

• Marketing



• CTE Internship

• CTE University


or Math III

Biology or

Physical

Science

American

History I

World

Languages I

11 English III

Math III

Advanced

Functions,

or

Pre-

Calculus

Physical

Science or

Chemistry

American

History II

World

Languages I or

World

Languages II

Chemistry or

Physics

Anatomy

Physiology

12 English IV

Advanced

Functions,

Pre-

Calculus,

Calculus,

or

SCC

College

Algebra

Chemistry or

Physics

Civics and

Economics

World

Languages II

or World

Languages III

Chemistry or

Physics

Anatomy

Physiology

Postsecondary

13

14




Education

Levels

Grade English

Language

Arts Math Science

Social

Studies/

Sciences

Other

Required

Courses

Recommended

Academic

Electives

Foundational

Courses Enhancement Courses

Secondary




Math II

Earth/

Env.

Science or

Biology

World

History

Health and

Physical

Education

Required:

• Sports & Entertainment Marketing I

• Sports & Entertainment Marketing II*

Additional:

• Foods I

• Foods II*

• Marketing










• CTE Internship


• CTE University


or Math III

Biology or

Physical

Science

American

History I

World

Languages I

11 English III

Math III

Advanced

Functions,

or

Pre-

Calculus

Physical

Science or

Chemistry

American

History II

World

Languages I or

World

Languages II

Chemistry or

Physics

12 English IV

Advanced

Functions,

Pre-

Calculus,

Calculus,

or

SCC

College

Algebra

Chemistry

or Physics

Civics and

Economics

World

Languages II

or World

Languages III

Chemistry or

Physics

Postsecondary

13

14

TRAVEL & TOURISM




Education

Levels

Grade English

Language

Arts

Math Science

Social

Studies/

Sciences

Other

Required

Courses

Recommended

Academic

Electives

Foundational

Courses

Enhancement

Courses

Secondary




Math II

Earth/

Env.

Science

or

Biology

World

History

Health

and

Physical

Education

Required:

• Foods I

• Foods II*

Additional:

• Sports & Entertainment Marketing I

• Sports & Entertainment Marketing II*

• Marketing




• Principles of Business and Finance






• CTE Internship


• CTE University


or Math III

Biology or

Physical

Science

American

History I

World

Languages I

11 English III

Math III,

Advanced

Functions,

or

Pre-

Calculus

Physical

Science

or

Chemistry

American

History II

World

Languages I or

World

Languages II

Chemistry or

Physics

12 English IV

Advanced

Functions,

Pre-

Calculus,

Calculus,

or

SCC

College

Algebra

Chemistry

or

Physics

Civics and

Economics

World

Languages II or

World

Languages III

Chemistry or

Physics

Postsecondary

13

14



RESTAURANTS & FOOD/BEVERAGE


Education

Levels

Grade English

Language

Arts Math Science

Social

Studies/

Sciences

Other

Required

Courses

Recommended

Academic

Electives

Foundational

Courses

Enhancement

Courses

Secondary

Note: Students must complete four technical credits in their pathway. Three technical credits MUST come from the Foundational courses.

One of the Foundational courses must be identified by an (*). The fourth technical credit can be either a Foundational or Enhancement course.


Math II

Earth/

Environment

al Science

or Biology

World

History

Health and

Physical

Education

Required:

• Early Childhood Ed. I

• Early Childhood Ed. II*

Additional:


• Parenting & Child Dev.





For Entering Freshmen 2012-

2013




• Foods I • Entrepreneurship I

• CTE Internship


• CTE University


or Math III

Biology or

Physical

Science

American

History I

World

Languages I

11 English III

Math III

Advanced

Functions,

or

Pre-

Calculus

Physical

Science or

Chemistry

American

History II

World

Languages I or

World

Languages II

Chemistry or

Physics

Psychology

Sociology

12 English IV

Advanced

Functions,

Pre-

Calculus,

Calculus, or

SCC

College

Algebra

Chemistry or

Physics

Civics and

Economics

World

Languages II or

World

Languages III

Chemistry or

Physics

Psychology

Sociology

NCCCS Associate of Applied Science Degree in Early Childhood Education

Postsecondary

13 ENG 111;

+

ENG 113

or

ENG 114

MAT 115

or

MAT 140

PSY 150 ACA 111,

COE 110

EDU 119, EDU

131

EDU 144, EDU

145

EDU 146, EDU

151

EDU 153, EDU

157

EDU 188

***Provided all

prerequisites are

met, courses may be

taken in Year 13 or

14***

14

3-hr

Humanities/

Fine Arts

EDU 221, EDU

234

EDU 235, EDU

251

EDU 259, EDU

261

EDU 262, EDU

271

EDU 280, EDU

284

***High school

courses listed in

current NCDPI-

NCCCS articulation

agreements will be

accepted***

EARLY CHILDHOOD DEVELOPMENT &

SERVICES


Education

Levels

Grade English

Language

Arts Math Science

Social

Studies/

Sciences

Other

Required

Courses

Recommended

Academic

Electives

Foundational

Courses

Enhancement

Courses

Secondary




Math II

Earth/

Environment

al Science

or Biology

World

History

Health and

Physical

Education

Required:


• e-Comm. I*

Additional:









• CTE Internship


• CTE University 10 English II Math II

or Math III

Biology or

Physical

Science

American

History I

World

Languages I

11 English III

Math III,

Advanced

Functions,

or

Pre-

Calculus

Physical

Science or

Chemistry

American

History II

World

Languages I

or World

Languages II

Chemistry or

Physics

Psychology

Sociology

12 English IV

Advanced

Functions,

Pre-

Calculus,

Calculus, or

SCC

College

Algebra

Chemistry or

Physics

Civics and

Economics

World

Languages II

or World

Languages III

Chemistry or

Physics

Psychology

Sociology

NCCCS Associate of Applied Science Degree in Early Childhood Education

Postsecondary

13

14

WEB & DIGITAL COMMUNICATIONS




MARKETING MANAGEMENT

Education

Levels

Grade English

Language Arts





Enhancement Courses


Secondary


Math II


World History

Health and

Physical Education

Required:

• Marketing

• Ent. I* Additional:


• Fashion Merchandising



• Business Law







• CTE Internship

• CTE University


or Math III


American History I

World

Languages I

11 English III

Math III, Advanced Functions,

or Pre-

Calculus


American History II


Languages II Chemistry or Physics

12 English IV

Advanced Functions,

Pre-Calculus,

Calculus, or SCC

College Algebra




Languages III Chemistry or Physics

Postsecondary

13

14




ENGINEERING & TECHNOLOGY

Education

Levels

Grade English

Language

Arts Math Science

Social

Studies/

Sciences

Other

Required

Courses

Recommended

Academic

Electives

Foundational

Courses Enhancement Courses

Secondary




Math II

Earth/

Env.

Science or

Biology

World

History

Health and

Physical

Education

Required:

• Technology Engineering & Design

• Technological

Design* or

• Engineering Design*

Additional:

• Scientific

Visualization I

• CTE

Advanced

Studies

• CTE

Community

College

For Entering Freshmen 2012-2013




• Horticulture I • Entrepreneurship I




• CTE Internship


• CTE University

10 English

II

Math II or

Math III

Biology or

Physical

Science

American

History I

World

Languages I

11 English

III

Math III,

Advanced

Functions, or

Pre-Calculus

Physical

Science or

Chemistry

American

History II

World

Languages I

or World

Languages II

Chemistry or

Physics

12 English

IV

Advanced

Functions,

Pre-Calculus,

Calculus, or

SCC College

Algebra

Chemistry or

Physics

Civics and

Economics

World

Languages II

or World

Languages III

Chemistry or

Physics

Postsecondary

13

14




Education

Levels

Grade English

Language

Arts Math Science

Social

Studies/

Sciences

Other

Required

Courses

Recommended

Academic

Electives

Foundational

Courses

Enhancement

Courses

Secondary




Math II

Earth/

Environmenta

l Science or

Biology

World

History

Health and

Physical

Education

Required:

• Intro to Automotive Services

• Automotive Service I

• Automotive Service II*

Additional:

• Automotive Service III

• Marketing

• Automotive Brakes

• Automotive Electrical

• Automotive Advanced Electrical*




For Entering Freshmen 2012-2013






• Ag Mechanics I

• Automotive Computer Systems Diagnostic

• CTE Internship


• CTE University


or Math III

Biology or

Physical

Science

American

History I

World

Languages I

11 English III

Math III,

Advanced

Functions,

or

Pre-

Calculus

Physical

Science or

Chemistry

American

History II

World

Languages I or

World

Languages II

Chemistry or

Physics

12 English IV

Advanced

Functions,

Pre-

Calculus,

Calculus, or

SCC

College

Algebra

Chemistry or

Physics

Civics and

Economics

World

Languages II

or World

Languages III

Chemistry or

Physics

Postsecondary

13

14

FACILITY & MOBILE EQUIPMENT




NORTH CAROLINA HIGH SCHOOL DIPLOMA ENDORSEMENTS

Students in North Carolina public schools and public charter schools may receive one or more endorsements on their high school

diploma. These endorsements indicate that students have completed specific course concentrations preparing them to be ready for

college or careers. The five endorsements are:

• Career Endorsement indicating completion of a rigorous course of study that includes a Career Technical Education

concentration;

• College Endorsement indicating readiness for entry into community colleges;

• College/UNC Endorsement indicating readiness for entry into a four-year university in the University of North Carolina

system;

• NC Academic Scholars Endorsement indicating that students have completed a balanced and academically rigorous high

school program preparing them for post-secondary education.

• Global Languages Endorsement indicating proficiency in one or more languages in addition to English.

Note: Individual students may qualify for and earn more than one endorsement. More information for earning these

endorsements is defined: www.ncpublicschools.org/curriculum/scholars

NORTH CAROLINA ACADEMIC SCHOLARS PROGRAM

Recognition The following revised plan is effective for students who enter the ninth grade for the first time on or after

2009-2010.

Students must:

• Begin planning for the program before entering ninth grade to ensure they obtain the most

flexibility in their courses. • Complete all the requirements of this North Carolina Academic Scholars Program. • Have an overall four-year un-weighted grade point average of 3.500

• Complete all requirements for a North Carolina high school diploma.


2003-2004

2009-2010 2012-2013 and beyond Changes Future-Ready Core Course of

Study Future-Ready Core Course of

Study Credits The following

designated number of

credits per subject

area listed below must

be taken in grades 9-

12.

Credits Credits

4 English I, II, III, IV 4 English I, II, III, IV 4 English I, II, III, IV 4 Mathematics (Algebra

I, Algebra II,

Geometry, and a

higher level math

course with Algebra II

as prerequisite OR

Integrated

Mathematics I, II, III

and a higher level

Mathematics III as

prerequisite)

4 Mathematics (should

include Algebra I,

Algebra II,

Geometry, and a

higher level math

course with Algebra

II as prerequisite OR

Integrated


and a higher level

Mathematics III as

prerequisite)

4 Mathematics (should

include Algebra I,

Algebra II,

Geometry, and a

higher level math

course with Algebra

II as prerequisite OR

Integrated


and a higher level

Mathematics III as

prerequisite)

3 Science (a Physics or Chemistry course,

Biology, and an

Earth/Environmental

Science course)


Biology, and an

Earth/Environmental

Science course)


Biology, and an

Earth/Environmental

Science course)

3 Social Studies (World

History,

Civics/Economics,

and U.S. History)

3 Social Studies

(World History,

Civics/Economics,

and U.S. History)

4 Social Studies

(World History,

Civics/Economics,

American History I:

The Founding

Principles and

American History II)

Addition

of fourth

unit of

social

studies

1 Healthful Living 1 Health and Physical Education

1 Health and Physical Education

2 Languages other than English (two credits

of the same language)

6 Two (2) elective

credits in a second

language required

for the UNC System

Four (4) elective

credits constituting a

concentration

recommended from

one of the following:

Career and

Technical Education

(CTE), JROTC, Arts

Education, Second

Languages, any

other subject area

6 Two (2) elective credits in a second

language required for

the UNC System

Four (4) elective

credits constituting a

concentration

recommended from

one of the following:

Career and Technical

Education (CTE),

JROTC, Arts

Education, Second

Languages, any other

subject area

1 Career and Technical Education

1 Arts Education (Dance, Music

Theatre Arts or Visual

Arts)


5 Elective credits to include at least two

second-level or

advanced courses

(examples of electives

include JROTC and

other courses that are

of interest to the

student)

3 Higher level courses taken during junior

and/or senior years

which carry 5 or 6

quality points such

as:

-AP

-IB

-Dual or college

equivalent course

-Advanced

CTE/CTE

credentialing

courses

-On-line courses

-Other honors or

above designated

courses


and/or senior years

which carry 5 or 6

quality points such

as:

-AP

-IB

-Dual or college

equivalent course

-Advanced CTE/CTE

credentialing courses

-On-line courses

-Other honors or

above designated

courses

OR OR 2 Higher level courses

taken during junior

and/or senior years

which carry 5 or 6

quality points such as:

-AP

-IB

-Dual or college

equivalent course

-Advanced CTE/CTE


-On-line courses

-Other honors or above

designated courses


and/or senior years

which carry 5 or 6

quality points such

as:

-AP

-IB

-Dual or college equivalent course

-Advanced CTE/CTE


-On-line courses

-Other honors or

And

Completion of The

North Carolina

Graduation Project

above designated

courses

And

Completion of The

North Carolina

Graduation Project

24 25 or

24+

NCGP

26 or 25

NCGP

Increases credit

requirement by one.

*College transfer courses will be used in calculating NC Scholars eligibility.


Freshmen entering 2012-2013:

The prospective member must meet the following requirements:

• Complete a CTE Pathway

• Endorsed by CTE Teacher(s)

• Earn senior status.

• Earn a minimum grade of 93 in any CTE course by the end of the junior year.

• Earn a 3.0 or above weighted cumulative grade point average by the end of the junior year.

• Complete 3 or more courses in career pathway by the end of the junior year.

• Have completed or be enrolled in the 4th career pathway course during the senior year.

• Not failed any course.

• Exhibit good conduct.

• Attend the induction ceremony unless an excused absence is granted by principal.

• After induction, complete a Service Project approved by CDC/SPC.

� Out-of school suspension prior to or following induction automatically terminates eligibility for membership.

� In School Suspension: If a student is assigned to In School Suspension the school administration should determine whether

or not the student exhibits good/bad conduct.

� Three - year graduates will be considered on an individual basis.

Career and Technical Honor Society

The purpose of the CTE Honor Society is as follows:

• To honor students who have demonstrated superior academic achievement.

• To honor students who have exhibited outstanding leadership qualities in Career and Technical

Education.

Active Membership Requirements: Senior students who have met the minimum criteria for induction.


Arts Education Honor Society The purpose of the Arts Education Honor Society is as follows:

• To honor students who have demonstrated superior academic achievement.

• To honor students who have exhibited outstanding leadership, creative, and performance qualities in

Arts Education.

Constitution

Preamble

We, the Arts Education Department of Sampson County, in order to recognize and promote superior academic

scholarship and qualities of good citizenship among students enrolled in Arts Education, do hereby commit

ourselves to form an organization for high school students in the public schools of Sampson County.

Article I

Name

The official name of this organization shall be the Sampson County Schools Arts Education Honor Society,

hereinafter referred to as the “Arts Education Honor Society”.

Article II

Purpose

The purpose of this organization shall be to honor students who have demonstrated superior academic achievement

and have exhibited outstanding leadership, creative, and performance qualities in Arts Education.

Article III

The objectives of this Society shall be:

Section 1: To promote excellence in scholarship and responsible citizenship in the school and community.

Section 2: To promote partnerships between students enrolled in Arts Education programs and the Arts

community without regard to creed, race, sex, color, national origin, or handicapping conditions.

Section 3: To provide leadership and creative opportunities for students in the school and

community.

Section 4: To foster appreciation and opportunities for involvement in the Arts.

Section 5: To create a sincere interest in and esteem for Arts Education among students, faculty, support

personnel of the school, and the various publics.

Section 6: To assist students enrolled in Arts Education with their educational, performance or involvement

needs.

Article IV Membership

Section 1: Membership – The Sampson County Schools Arts Education Honor Society shall have active

members and honorary members.

Section 2: Active Membership – Prospective membership in the Society shall be limited to outstanding

students who have met the minimum criteria for induction.

Section 3: The prospective member must meet the following requirements:

1. Complete 3 consecutive levels of 1 of the 4 arts offered by Sampson County Schools.

� Music

� Art

� Dance

� Theatre

2. Earn a minimum grade of 95 in any level of chosen arts course by the end of

the completion of the 3rd

level.

3. Earn a 3.25 or above weighted cumulative grade point average by the end of

the junior year.

Active Membership Requirements: Outstanding students who have met the minimum criteria for induction.

The prospective member must meet the following requirements:

• Complete 3 consecutive levels of 1 of the 4 arts offered by Sampson County Schools at least one course much be an

honors level.

� Music

� Art

� Dance

� Theatre

• Earn a minimum grade of 95 in any level of chosen arts course by the end of the completion of the 3rd level.

• Earn and maintain until graduation a 3.5 or above weighted cumulative grade point average by the induction

ceremony.

• No failed high school course.

• Exhibit good conduct.

• Attend the induction ceremony unless principal grants an excused absence.

� Out-of-school suspension prior to following induction automatically terminates eligibility for membership.

� Any student who does not maintain the aforesaid Society requirements shall be dismissed from the Society.


UNIVERSITY OF NORTH CAROLINA SYSTEM ADMISSION REQUIREMENTS

Individual constituent institutions may require other courses in addition to the minimum requirements. For some transfer students and students who graduated from high school prior to 1990, special considerations have been made.

Effective in Fall 2006

Six course units in language including,

• four units in English emphasizing grammar, composition, and literature, and

• two units of a language other than English.

Four course units of mathematics**, in any of the following combinations:

• Math I and Math II (Algebra I and II), Geometry, and one unit beyond Math II (Algebra II),

• Math I and Math II (Algebra I and II), and two units beyond Math II (Algebra II), or

• Math I, II and III (Integrated Math I, II and III), and one unit beyond Math III (Integrated Math III).

(The fourth unit of math affects applicants to all institutions except the North Carolina School of the Arts.) It is

recommended that prospective students take a mathematics course unit in the twelfth grade.

Three course units in science, including

• at least one unit in a life or biological science (for example, biology),

• at least one unit in physical science (for example, physical science, chemistry, physics), and

• at least one laboratory course.

Two course units in social studies, including one unit in U.S. History (American History I & American History II), but an applicant who does not have the unit in U.S. history may be admitted on the condition that at least three

semester hours in that subject will be passed by the end of the sophomore year.

* "Course units" as defined in these requirements may include those high school-level courses taken and passed by

an applicant after graduating from high school, as well as those taken while enrolled as a high school student. For

some transfer students and students who graduated from high school prior to 1990, special considerations have been

made. ** For students attending a North Carolina public high school, the fourth unit of math must be one of the courses listed

below.

Requirement: AP Calculus AP Statistics Pre-Calculus Discrete Mathematics IB Mathematics Level II Integrated Mathematics IV Advanced Functions and Modeling Essentials of College Math (SREB) Note: Students completing the Future Ready Core Course of Study along with two courses in the same foreign

language, will meet the minimum entrance requirements of the following University of North Carolina System

Schools:

• Appalachian State University - http://www.appstate.edu/

• East Carolina University - http://www.ecu.edu/

• Elizabeth City State University - http://www.ecsu.edu/

• Fayetteville State University - http://www.uncfsu.edu/

• North Carolina Agricultural and Technical State University - http://www.ncat.edu/

• North Carolina Central University - http://www.nccu.edu/

• North Carolina School of the Arts - http://www.uncsa.edu/

• North Carolina State University - http://www.ncsu.edu/

• University of North Carolina Asheville - http://www.unca.edu/


• University of North Carolina Chapel Hill - http://www.unc.edu/index.htm

• University of North Carolina Charlotte - http://www.uncc.edu/

• University of North Carolina Greensboro - http://www.uncg.edu/

• University of North Carolina Pembroke - http://www.uncp.edu/

• University of North Carolina Wilmington - http://www.uncw.edu/

• Western Carolina University - http://www.wcu.edu/

• Winston-Salem State University - http://www.wssu.edu/wssu

The requirements for admission to UNC System schools do not apply to the community colleges in North Carolina.

Community colleges have their own admission requirements. Many have agreements with universities to allow

students to apply for transfer from a two-year to a four-year program. For general information on how to plan, apply

and pay for college, please visit the following web address: https://www.cfnc.org/index.jsp


MINIMUM ADMISSIONS REQUIREMENTS (for HS GPA and SAT)

All applicants for first-time admission as freshmen must meet minimum high school GPA and SAT scores. The

minimum combined SAT score (on mathematics and critical reading) for admission is 800 (or a composite ACT

of 17.) The above SAT (ACT) minimum score is effective for students entering in Fall 2011.

Students entering Minimum

GPA Minimum

SAT Minimum

ACT

Fall 2013 (and beyond) 2.5 800 17 Note: The minimum SAT score is subject to change pending the new redesigned SAT.

NCAA DIVISION I FRESHMAN ELIGIBILITY STANDARDS

Students who aspire to be student athletes at Division I colleges should see their school counselors and coaches

to become fully informed about freshman-eligibility standards for college. For more information, visit

www.eligibilitycenter.org.

COMMUNITY COLLEGES ADMISSION REQUIREMENTS

The growth of technical and community colleges within the state has made education beyond high school available

to almost everyone in North Carolina. These institutions have an “open door policy,” which admits anyone who is

eighteen years old or older who meet admission requirements. However, this does not mean that individuals may

apply and be admitted to any particular program they wish. Students meeting a 2.6 GPA at graduation are not

required to take a placement test (multiple measures are in place). Several area community colleges offer two-year

college transfer programs. Certain programs at these schools have specific high school requirements. Students

should check early on the requirements for the program they plan to enter and take those required courses in high

school.

WORK-BASED LEARNING OPPORTUNITIES

Job Shadowing- Shadowing is an unpaid short-term educational experience that introduces an individual student

to a particular job or career by pairing the student with an employee of a business, industry, or agency. The

placement must be in a setting that is related to the student’s career pathway. Participation is limited to juniors

and seniors. Students do not earn credit for job shadowing experiences.

Career Fair- The Career Fair is a one-day opportunity for juniors and seniors to participate in career

related learning experiences beyond the classroom. Students have the opportunity to talk to area employers

regarding career options in their respective career cluster/career pathways. Students do not earn credit for participation in the Career Fair.

Internship- An internship is a paid or unpaid work-based experience that provides a realistic environment

within which a student learns about a particular industry or occupation and then has the opportunity to apply

learned knowledge and skills. The internship placement must be in a setting related to the student’s career pathway.

Students can earn a maximum of four credits and must complete a minimum of 135 hours per credit.

Apprenticeship- Apprenticeship is an instructional strategy that is appropriate for students ages 16 and older and

who are at least juniors. It is an industry-driven education and career-training program based on recognized

industry standards. The apprenticeship program is used by employers to address current and projected employment

needs. The program is a partnership among business, industry, government, schools, parents, and youth

apprentices. Students participating in this program who are paid above average wages must be registered by the

North Carolina Department of Labor, Apprenticeship, and Training Division. Participation is limited to juniors

and seniors. Students earn 1 credit per semester


WORK RELEASE

In compliance with board policy, Sampson County high school students will not be approved for work release.

Credit by Demonstrated Mastery

Credit by Demonstrated Mastery (CDM) is a State Board of Education policy (GCS-M-001.13). CDM offers

students in grades 6-12 the opportunity to personalize and accelerate their learning by earning credit for a high school

course through demonstrating mastery of course content, without being required to complete classroom instruction for

a certain amount of seat time. Students who wish to pursue CDM will need to show mastery of the content by

completing two phases. In phase I, students must complete an exam of course content. In phase II, students must create

a product/ performance that exhibits a deeper understanding and application of course content.

Course Eligibility & Prerequisites Students may earn CDM for all high school courses in grades 9-12 and high

school courses offered in middle school in grades 6-8. The following courses are excluded from CDM:

• Career and Technical Education (CTE) work-based learning courses (co-op, internship, apprenticeship)

• CTE courses that have a clinical setting as a requirement of the course, such as Early Childhood

Education I & II, and Nursing Fundamentals

• CTE Advanced Studies courses or any course without state technical standards • English Language

Learner (ELL) courses

• Healthful Living required courses

• AP/IB courses

For courses offered in a predetermined sequence, a student may only attempt to earn CDM for the next course in the

sequence. For example, if a student has taken Math I and would like to attempt CDM for Math III, s/he would need to

first successfully earn credit for Math II, either through CDM or traditional enrollment in the course. For more

information on CDM, go to Sampson County Schools website.

Academic Honors

1. Marshals are chosen from the junior class. In order to be selected as a marshal, a student must be a junior

academically in terms of the number of units of credit he/she has earned. Ten members of the junior class are

chosen as marshals. The grades of the junior class shall be averaged after the completion of the fifth (5th

) six-

week grading period. Weighted grade point averages will be used in making these selections. The member of

the junior class with the highest weighted grade point average at the end of the final grading period will be the

chief marshal.

2. Graduation Honors

A Valedictorian and Salutatorian will be chosen from the Senior Class based solely on academic achievement.

The Valedictorian will be the student with the highest weighted grade point average (GPA) in the class through the final grading period of the senior year. The Salutatorian will be the student with the second highest weighted

grade point average (GPA) in the class through the final grading period of the senior year. In addition, the top

ten (10) seniors will be recognized at the graduation ceremonies based upon their weighted grade point average

(GPA) through the final grading period of the senior year.

3. Transfer Students

Students transferring into any Sampson County High School after the beginning of their freshmen year will

be required to adhere to the following guidelines concerning weighted grades:

a. All grades, weighted and unweighted, will be included on the student’s official transcript to determine

GPA and class rank.

b. Transferring students are still eligible to be selected as Junior Marshals, Valedictorian, Salutatorian, Top

Ten, etc. However, students will receive unweighted grades for Honors or AP classes not offered at the

individual Sampson County high school.


Progress Reports/Grades/Report Cards Report cards will go out every six weeks in high school and every nine weeks at the elementary and middle school

level. Progress reports will go out at the mid-point of each grading period to all parents.

Report cards will be released one week following the end of the grading period. Students who strive for and attain academic excellence will qualify for one of four honor levels at the end of each grading period:

1. Superintendent’s List

A student must earn a 97 or greater in each course.

2. Principal’s List

A student must earn an “A or 90” in each course.

3. “A” Honor Roll

A student must earn a minimum average of 89.5. In addition, a student who earns less than a passing

grade or one (1) incomplete in any course will not be eligible.

4. “B” Honor Roll

A student must earn a minimum average of 79.5. In addition, a student who earns less than a passing

grade or one (1) incomplete in any course will not be eligible.

Examinations

1. Examinations will be given at the end of each semester covering the whole semester’s work in grades 9-

12.

2. If a high school student has an “A” average (90+) and has three (3) absences or less he/she may be

exempt from taking the exam in that course unless an end-of-course (EOC) exam, North Carolina

Final Exam (NCFE) or CTE post- assessment exam is required.

3. If a high school student has a “B” average (80-89) and has two (2) absences or less he/she may be

exempt from taking the exam in that course unless an end-of-course (EOC) exam, NCFE or CTE

post-assessment exam is required.

4. The examination will count 25% of a semester grade for grades 9-12.

5. Examinations in grades 9-12 will be a minimum of two hours in length or the state-mandated

requirements for the EOC tests.

6. Prior to giving final exams teachers will turn in a copy of each exam to the principal.

7. End-of-course (EOC) tests will serve as final examinations in those courses that the state requires an

EOC test. Students may not be exempted from EOC tests, NC Final Exams, or CTE post-assessment tests due to the attendance guidelines above.

Criteria for an Absence to be Classified as Excused

1. All student absences shall be recorded and classified as either excused or unexcused. Any absence, which is

not excused, shall be classified as an unexcused absence.

2. Pursuant to regulations established by the State Board of Education, absences are excused if caused by one

of the following reasons: (a) illness or injury; (b) quarantine; (c) death in immediate family; (d) medical or

dental appointments; (e) court or administrative proceedings; (f) religious observances; (g) educational

opportunities (prior approval of the principal required); (h) due to pregnancy and related conditions or

parenting when medically necessary; and (i) student whose military parent/guardian has been called to duty

for , is on leave from, or has immediately returned from deployment to a combat zone or combat support

posting will be granted additional excused absences at the discretion of the superintendent.

3. In order to be counted present, a student must be present at least one-half of the school instructional day. Normally this would be from the beginning of the school day until 11:30 a.m. or from 11:30 a.m. until the end of the school day unless there are extenuating circumstances, which will be determined case basis by the

principal. High School Attendance is based on each class period. Students must attend at least 60 minutes of

a 90 minute class in order to be counted present.

4. When a student has been absent or tardy, a written statement is required from the parent informing the

homeroom teacher of the reason for the absence or tardiness. Each note shall include the following: (a) the

date of the note, (b) the exact date(s) of absence, (c) the specific reason for the absence, and (d) the

signature of the parent. If a student has not brought a note for an absence by the end of the third day after


returning to school, the absence will be recorded as an unexcused absence. It is the responsibility of the

student or parent to request missed assignments for any absence.

Make-up Work

1. It is the responsibility of the student or parent to request missed assignments for any absence/tardy.

Assigned work or tests missed during an absence/tardy must be made up by the student at the convenience

of the teacher.

2. A student suspended from school must be permitted to take tests missed during the period of suspension.

Excessive Absences

1. In general if the student’s absences, excused and/or unexcused, become so excessive that make -up work cannot satisfy the requirements for course credit, academic penalties may be imposed such as loss of credit

for the entire course.

2. Maximum Number of Absences

a. High School Semester Courses: Credit normally will be denied immediately following the student’s

eighth (8th

) absence, excused or unexcused, in a semester-long class. After three (3) absences, excused

or unexcused, are accumulated a warning notice will be sent by first class mail

to the student’s parents. A second notice will be sent after five (5) absences.

b. High School Year Courses: Credit normally will be denied immediately following the student’s

sixteenth (16th

) absence, excused or unexcused, in a yearlong course. Parents will be notified by first class mail when a student has accumulated 3, 5, 8, 13 absences.

c. When a student has accumulated excessive absences, the student and his parents shall be notified of credit denial and appeal procedures by first class mail. He may appeal to the attendance committee for

a finding of extenuating circumstances (e.g. illness or hospitalization) to permit an extension. It is the

student’s responsibility to file an appeal with the attendance committee. The student and his parents will be given an opportunity to appear before the attendance committee. A parent is expected to

accompany the student to the conference with the committee.

d. The attendance committee shall consist of at least three faculty members appointed by the principal.

The principal also shall appoint one member of the committee to serve as its chairman.

e. At the conference with the attendance committee, the student may present evidence of extenuating

circumstances. An extension granted by the attendance committee will be based upon the student’s

previous absences. Future absences will have to be acted upon again by the committee. Absences

beyond the extension will result in a denial of credit unless a second extension is granted. f. If the attendance committee recommends the denial of student credit for any course due to excessive

absences, the student/parent may request a conference with the principal to appeal the recommendation of denial of course credit.

g. The student/parent may appeal the decision of the principal to the superintendent and then to the Board

of Education in accordance with the student grievance procedure.


SAMPSON COMMUNITY COLLEGE-SAMPSON COUNTY HIGH SCHOOLS REQUIREMENTS FOR ALL STUDENTS ATTENDING

SAMPSON COMMUNITY COLLEGE

Students who wish to enroll in Sampson Community College (SCC) courses should be aware of the

following:

1. Students must get the high school principal or his/her designee’s approval prior to the registration for courses.

2. Students must take at least two courses on the high school campus each semester with the exception of

early graduates. Arrival and departure times for those students participating in SCC courses will be

determined by the high school administration.

3. Students should be aware that the academic calendar and daily schedules for Sampson Community

College and Sampson County Schools (SCS) might differ. In addition to classes meeting only two or three

days per week, Sampson Community College may have a different holiday calendar and some classes

selected by students may meet after the dismissal time or before the start time for high schools. Students

are advised to

very carefully consider their extracurricular activities at high school as well as job and home expectations. 4. Students will not be allowed to be present on the high school campus without administrative approval

when they are not scheduled to be in class.

5. Students must understand that enrollment in courses at Sampson Community College means that they

come under the rules and regulations of Sampson County Schools and Sampson Community College.

Students are expected to adhere to the rules of Sampson Community College regarding attendance, grades, behavior etc. Appeals to their own high school on any Sampson Community College matter will be of no avail.

6. Students who enroll in the SCC/SCS programs and drop a course during the designated drop add period must return to the home high school to be assigned to a class where credit may or may not be awarded at the principal’s discretion.

7. Students withdrawn/dropped from SCC after the designated drop/add period will receive a failing grade at both institutions.

8. Students must meet the following criteria before being properly enrolled in the SCC/SCS programs.

• Students must be 16 years and in good academic standing.

• Students must provide their own transportation to and from the SCC campus.

• Students are responsible for purchasing all books and materials required and bear any other

expenses required by Sampson Community College.

• Students must complete a Special Student Application for Admission and receive the approval of

the high school principal or his/her designee and the Chief Academic Officer or his/her designee.

• Parents and students must understand and agree to all the conditions of the SCC/SCS joint program

and must sign the agreement .

• Interested students should discuss course offerings with their high school counselor

9. Sampson Community College Courses will be recorded on the student’s high school transcript and

included in GPA calculations.

Sampson Community College (SCC) and Sampson County Schools (SCS) have established a Career and College

Promise Program, which allows qualified students to take courses. Under this agreement Sampson County

students who meet the requirements will have the opportunity to register for courses offered on the campus of

Sampson Community College.

Career and College Promise

Career and College Promise provides 3 pathways to help advance eligible students’ post-high school success:

• College Transfer Pathway

• Career Technical Education

• Cooperative Innovative High Schools – Pathway (Early College High School)


College Transfer Pathway

1. The Career and College Promise College Transfer Pathway requires the completion of at least thirty semester hours

of transfer courses, including English and mathematics and ACA 122-College Transfer Success.

2. To be eligible for enrollment, a high school student must meet the following criteria:

a. Be a high school junior or senior;

b. Have a weighted GPA of 3.0 on high school courses; and

c. Demonstrate college readiness on an assessment or placement test. A student must demonstrate college

readiness* in English, reading and mathematics to be eligible for enrollment in a College Transfer Pathway.

College Readiness Benchmarks on Approved Diagnostic Assessment Tests

TEST ENGLISH READING MATHEMATICS

PLAN 15 18 19

PSAT 45 47 47

ACT 18 22 22

SAT 500 500 500

Asset (NCCCS Cut

Score)

41 Writing 41 Reading 41 Numerical Skills and 41

Int. Algebra

COMPASS (NCCCS

Cut Score)

70 Writing 81 Reading 47 Pre-Algebra and

66 Algebra

Accuplacer (NCCCS

Cut Score)

86 Sentence Skills 80 Reading 55 Arithmetic and

75 Elementary Algebra

NC DAP (NCCCS Cut

Score)

Composite score of 151 or higher 7 on each assessment for

DMA 010 thru 060

To be eligible for enrollment in a College Transfer Pathway, students must demonstrate college readiness in

English, reading and mathematics on an approved test or tests. Eligibility may be demonstrated by achieving

the required scores on a single test or by combining test or by combining test scores from any of the

approved assessments. To remain eligible under CCP students must maintain a 2.0 GPA after taking 2

classes.

3. A high school junior or senior who does not demonstrate college-readiness on an approved assessment or placement

test may be provisionally enrolled in a College Transfer Pathway. To qualify for Provisional Status, a student must

meet the following criteria:

a Have a cumulative weighted GPA of 3.5;

b Have completed two years of high school English with a grade of 'C' or higher;

c Have completed high school Algebra II or Math III (or a higher level math class) with a grade of 'C' of

higher;

d Obtain the written approval of the high school principal or his/her designee; and,

e Obtain the written approval of the community college president or his/her designee.

Students who meet all the requirements listed above may:

a. enroll in English and/or mathematics courses in a college transfer pathway as provisional students without

placement or other testing.


b. provisional students who successfully complete ENG 111 with a ‘C’ or higher can enroll in ENG 112.

c. provisional students in the Associate in Science pathway who successfully complete MAT 171 with a “C” or

higher can enroll in MAT 172.

d. register only for college mathematics (MAT) and college English (ENG) courses within the chosen Pathway.

e. Provisional students cannot enroll in any additional courses in the pathway until they are no longer considered

provisional.

f. In order to no longer be considered provisional, the student must successfully complete the first mathematics

and English course in the pathway with a grade of ‘C’ or higher.

4. To maintain eligibility for continued enrollment, a student must

a Continue to make progress toward high school graduation, and

b Maintain a 2.0 GPA in college coursework after completing two courses.

c A student who falls below a 2.0 GPA after completing two college courses will be subject to the college's

policy for satisfactory academic progress.

5. A student must enroll in one College Transfer Pathway program of study and may not substitute courses in one

program for courses in another.

6. A student may change his or her program of study major with approval of the high school principal or his/her

designee and the college’s chief student development administrator.��

7. With approval of the high school principal or his/her designee and the college’s chief student development

administrator, a student who completes a College Transfer Pathway while still enrolled in high school may continue

to earn college transfer credits leading to the completion of the Associate in Arts or Associate in Science.

8. With approval of the high school principal or his/her designee and the college’s chief student development

administrator, a student may enroll in both a College Transfer Pathway program of study and a Career Technical

Education program of study.

Career Technical Education Pathway

1. The Career and College Promise Career Technical Education Pathway leads to a certificate or diploma aligned with

a high school Career Cluster.

2. To be eligible for enrollment, a high school student must meet the following criteria:

a Be a high school junior or senior;

b Have a weighted GPA of 3.0 on high school courses or have the recommendation of the high school principal

or his/her designee; and

c Have received career pathway information outlining program requirements for completion of the certificate or

diploma.

3. High school counselors should consider students’ PLAN scores in making pathway recommendations.

4. College Career Technical Education courses may be used to provide partial or full fulfillment of a four-unit career

cluster. Where possible, students should be granted articulated credit based on the local or state North Carolina High

School to Community College articulation agreement.��

5. To maintain eligibility for continued enrollment, a student must

a Continue to make progress toward high school graduation, and

b Maintain a 2.0 GPA in college coursework after completing two courses.

c A student who falls below a 2.0 GPA after completing two college courses will be subject to the college's

policy for satisfactory academic progress.

6. A student may be awarded a certificate or diploma prior to high school graduation. The AAS may not be awarded

prior to high school graduation verification.

7. A student must enroll in one program of study and may not substitute courses in one program for courses in another.

The student may change his or her program of study major with approval of the high school principal or his/her

designee and the college’s chief student development administrator. A student may concurrently enroll in two CTE

programs of study provided the exception has been approved by the college’s Chief Academic Officer or his/her

designee.

8. A student may concurrently enroll in two CTE programs of study provided the exception has been approved by the

college’s Chief Academic Officer or his/her designee. With approval of the high school principal or his/her designee

and the college’s chief student development administrator, a student may enroll in both a College Transfer Pathway

program of study and a Career Technical Education program of study.

9. A CTE student is not required to demonstrate college readiness on an assessment or placement test to be eligible for

the program. However, some required courses within the program may have developmental course pre-requites

requirements which must be met when this is the case through the demonstration of college readiness on an approved

assessment or placement test. Students are encouraged to complete college readiness assessments prior to entry to the

program. CCP students may not enroll in developmental courses.


COMMUNITY COLLEGE CREDIT FOR HIGH SCHOOL COURSES ARTICULATION AGREEMENT

General Conditions and Procedures:

In September 2011, the North Carolina State Board of Education and the North Carolina State Board of Community

Colleges revised the Articulation Agreement. This agreement grants community college credit to students for

courses taken during high school that directly align with courses at the community college level. The courses are

outlined in the North Carolina High School to Community College Articulation Agreement, which each school has on

file and can be found at http://ctpnc.org/articulation/index.shtml.

To receive articulated credit, students must enroll at the community college within two years of their

high school graduation date and meet the following criteria:

• Final grade of B or higher in the course, and;

• A score of 93, or higher, on the standardized CTE post-assessment.

See your school counselor or career development coordinator for further information regarding articulated credit.

STANDARD, HONORS AND ADVANCED

PLACEMENT COURSES

Standard courses – Course content, pace and academic rigor follow standards specified by the North Carolina

Standard Course of Study (NCSCoS). Standard courses provide credit toward a high school diploma and require the

end-of-course test for those courses identified as such in the NC accountability program. Quality points for the GPA

calculation are assigned according to the standard 4.0 scale and receive no additional quality points.

An Advanced Placement (AP) class is a course designed to prepare students to take the College Board sponsored

AP exam. Both high school and college teachers, under the direction of the College Board, develop this national

curriculum. AP students are required to take and pay for the exam, which currently costs $92 per test. Fee

waivers are available for students who participate in the federally subsidized lunch program. AP students are

required to take and pay for the AP exam. If the student does not take the AP exam, the classroom final grade will be

lowered one grade. Most universities award college credit based on AP exam scores although their acceptable scores

may differ. AP courses carry two additional quality points for GPA calculation for students enrolled in high school prior to 2015. Effective with the freshman class of 2015-2016, the weighting for AP courses shall be one

quality point.

Advanced Placement, Honors, and Standard Courses Quality Point Scale

Before 2015 During or After 2015-16

AP/IB College Course 6 5

College Course (CCP) 5 5

HS Honors Course 5 4.5

HS Standard Course 4 4

Honors and AP courses guidelines are developed by the State Department of Public Instruction and locally by

district teachers to meet the needs of talented students. An honors class parallels the curriculum offered in the

corresponding standard class, but is more demanding and has requirements beyond those of the standard course.

Honors courses may be organized as separate classes or as extra projects or seminars supplementing a regular

course. Honors courses carry one additional quality point for GPA calculation for students enrolled in high school prior to 2015. Effective with the freshman class of 2015-16, the weighting for Honors courses shall be one-

half (.5) of a quality point. Students who take honors or AP courses should be committed to the pursuit of academic

excellence demonstrated by superior effort and performance. In addition to completing all homework and class

activities, they will be expected to devote extra, in-depth study time outside of class. These courses provide

multiple opportunities for students to take greater responsibility for their own learning and are distinguished by a

difference in the quality of the work expected, rather than merely by the quantity of the work required. Teaching


strategies will include independent study, research, technology, experiential learning, and higher-level thinking

skills. Multiple types of assessment, including student self-evaluation, will measure student progress. It is

important for students to have exemplary attendance records, a history of superior grades, and an unequivocal

commitment to honesty and integrity. Honors and AP courses are open to students in grades nine through

twelve. During the registration process, teachers will recommend students with an A or B average in a prerequisite

class to enroll in an honors section of the subject’s next level. Students will be required to complete summer assignments for all English courses. See department heads for specific information about each honors course.

Highly motivated academic students are encouraged to take honors and/or AP courses, but are advised to remember

that they carry a significantly heavier workload and may increase student stress. A student who has a part time job

and is involved in extracurricular activities may not be able to successfully complete more than one or two advanced

classes. Careful consideration by students and parents with guidance from the counselor is advised. The overall

purpose of honors courses is to provide a more rigorous curriculum in which instruction is expanded and special

activities focus appropriately on depth of content. Additional emphasis is placed on the application of content

within each course and across related disciplines.

Honors activities may include required/advanced reading lists, required/advanced writing assignments, and required

study/projects. Honors courses require significantly more homework, writing, reading, and research than standard

courses. Students should only enroll in honors courses if they have completed the appropriate prerequisites and

choose to participate in a more rigorous course of study. Advanced Placement courses expose high school students to

college level material. Students will study challenging subjects of interest in a variety of areas. The Advanced

Placement program gives students the opportunity to show that they have mastered the college level material by

taking the AP exam. Colleges and universities can then grant credit, placement, or both based on scores from

exams. Advanced Placement courses require significantly more homework, writing, reading, and research than

honors or standard courses. Students should only enroll in Advanced Placement courses if they have completed the

appropriate prerequisites and choose to participate in a more rigorous course of study. On-line AP courses are

yearlong and the number of courses may be dictated by the provider. Additional Advanced Placement information can

be found at http://www.collegeboard.org. The chart below highlights Advanced Placement courses that can be taken

in the place of North Carolina graduation requirements because of the similarity of the curriculums. AP courses do

provide students with a higher weighted grade point average than honors or standard level courses; however,

Advanced Placement courses are very challenging and require significant amounts of outside reading and writing.

Please see a school counselor and/or an AP teacher for scheduling assistance.

*Note: Students taking AP Biology in place of the North Carolina created Biology course will still need to take the

state required End-of Course exam that was created for the NC Biology course.

**Note: Students electing to take AP US History instead of American History I and II will need to take one additional

social studies elective in order to fulfill the state requirement of four social studies credits to graduate. An additional

social studies AP course can be taken to fulfill this fourth requirement.

Advanced Placement Courses North Carolina Course That AP Course Can Replace

AP English Language and Composition English III

AP Literature and Composition English IV

AP Environmental Science Earth and Environmental

AP Chemistry A Physical Science (5 physical science options)

AP Physics A Physical Science (5 physical science options)

AP Biology* Biology*

AP World History World History

AP US History** American History I and II**


DISTANCE LEARNING COURSES

On-line courses will be offered on campus during the school day. Strong computer skills are recommended. These

courses may be available if the course is not offered at the high school or is not available due to a scheduling

conflict. The courses are offered at no cost unless the student drops, withdraws, or fails the course. North Carolina

public high school students can earn college credits through a special initiative called Career and College Promise.

Qualified students in participating public high schools can take a variety of online college-credit courses at no cost

to them or to their families. Students earn both high school and college credit for completed courses. Access to

these courses is provided during the regular day and online courses’ facilitation will assist students in the classroom.

North Carolina Virtual Public School

The purpose of the North Carolina Virtual Public School (NCVPS) is to provide courses that students are unable to

take at their local schools. In other words NCVPS will provide courses that augment a student's local school's

program of study. To accommodate schedule differences of students and teachers, courses will be available during

the school day and outside the school. Both teachers and students may be accessing courses from school as well as

from home and other locations where they have appropriate Internet connection.

NCVPS will provide students with expanded academic options by offering online courses and online services such

as test preparation, career planning services. To accommodate student needs and provide optimal flexibility,

NCVPS online offerings are designed for an appropriate combination of

synchronous and asynchronous delivery, affording students access to their courses 24 hours a day, seven days a

week.

NCVPS will also offer Credit Recovery and Accelerated Course offerings. Accelerated Offerings are full-length

course offerings designed for students who wish to take an additional course for credit during the regular school year

and summer session. Summer session courses are offered on an accelerated pacing schedule and require students to

maintain the scheduled course pace throughout the 8-week term of the summer course.

What is required to be successful for online NCVPS?

• Students need to possess strong reading and comprehension skills.

• Students need to feel confident in their ability to express thoughts and ideas in writing.

• Students need to be proficient at monitoring their own progress, keeping up with assignments, and meeting

deadlines.

• Students need to have a quiet and personal space for studying that is free from distractions such as

television.

• Students taking online classes from home need to have reliable Internet access.

• Students need to have friends and family members that are supportive of the decision to take an online

course.

Where can I go for more information? North Carolina Virtual Public School has a website at www.ncvps.org. If you have questions, see your counselor.

Additional distance learning opportunities may be available through North Carolina School of Science and Math.

Contact your school counselor for additional information.


GRADING SYSTEM

High schools shall use one grading scale. The conversion of grades to quality points is standardized. Implicit is a

conversion of percentage grades to letter grades according to the following widely used scale: 90-100 = A; 80-89 = B;

70-79= C; 60-69 = D; < 59 = F. Grades and the corresponding number of quality points are shown below.

Standard scale –– Numeric Grades with a letter grade legend.

All grades received from other institutions on a 7- point scale will be converted according to the chart below:

Letter Grade 7- Point Scale 10- Point Scale

A 100 100

99 99 98 98

97 97

96 96

95 95 94 94 93 93 92

91

90

Letter Grade

B 7-Point Scale

92 10- Point Scale

89

91 88 90 87

89 86 88 85 87 84 86 83 85 82

81 80

Letter Grade

C

7- Point Scale

84

10- Point Scale

79

83 78 82 77 81 76 80 75 79 74 78 73 77 72

71 70

Letter Grade

D

7- Point Scale

76

10- Point Scale

69

75 68 74 67 73 66 72 65 71 64

70 63 62

61 60


Sampson Community College will award a numerical grade. See above chart for new 10 point scale effective 2015-

2016 for all high school students.

Sampson County high schools, in compliance with State Policy GCS-L-004, will use a weighted grade system to

calculate each student’s GPA (grade point average). The course level determines the number of quality points

awarded for grades for the course. All courses not identified as AP (advanced placement) or Honors carry

Standard grade weight. The GPA is automatically calculated as numerical grades are recorded for each course.

All students entering high school starting in the 2015-2016 school year and beyond, will be covered under the new policy where students who receive an A get five quality points in AP and IB courses, 4.5 quality points in an honors course, and four quality points for a standard course.

GRADE LEVEL UNIT REQUIREMENTS

Six units, including one unit of English, are required for sophomore standing; thirteen units, including two units of

English are required for junior standing; and twenty units, including three units of English, are required for senior

standing. Transfer students will be placed at the discretion of the principal. Midyear promotions will only be

granted to students who are graduating in the same year. To graduate or receive a graduation certificate, students are

required to earn a minimum of four less units than their maximum potential in high school. Students who complete

four years of study at a Sampson County high school must complete a minimum of 28 credits, which is four less

than the maximum credits available. Fifth year seniors may leave campus early after completing the required

course(s) for graduation.

For Sophomore Standing For Junior Standing For Senior Standing 6 Credits 13 Credits 20 Credits (1 must be English I) (2 must be English I and II) (3 must be English I, II, and III)


2016-2017 COURSE OFFERINGS

FOR SAMPSON COUNTY HIGH SCHOOLS

AGRICULTURAL EDUCATION

Agriscience Applications Animal Science I CTE Internship Animal Science II* CTE Advanced Studies Animal Science II Small Animal* CTE Apprenticeship Program – I Agricultural Mechanics I* CTE Apprenticeship Program – II Agricultural Mechanics II* CTE Apprenticeship Program – III Small Engines* CTE Apprenticeship Program – IV Horticulture I* CTE Community College I Horticulture II*

CTE Community College II

Biotechnology & Agriscience Research I

*Starred courses may have honors versions and, thus, be coded as honors courses and weighted accordingly. Please

see your principal or appropriate teacher to establish contract.

**See counselor for list of available SCC courses.

ARTS EDUCATION

Beginning Vocal Music Beginning Art Intermediate Vocal Music Intermediate Art Proficient Vocal Music Proficient Art Advanced Vocal Music Advanced Art Beginning Band Fall Beginning Theater Arts Beginning Band Spring Intermediate Theater Arts Intermediate Band Fall Proficient Theater Arts Intermediate Band Spring Advanced Theater Arts Proficient Band Fall Beginning Dance Proficient Band Spring Intermediate Dance Advanced Band Fall Proficient Dance Advanced Band Spring Advanced Dance Color Guard

All proficient and advanced courses are honors level.

BUSINESS, FINANCE, AND INFORMATION TECHNOLOGY EDUCATION

Principles of Business and Finance* Multimedia & Webpage Design*

Business Management* CTE Internship Business Law CTE Advanced Studies Accounting I CTE Apprenticeship Accounting II CTE Community College I Microsoft Word and PowerPoint* CTE Community College II Microsoft Excel and Access* Entrepreneurship I* Personal Finance Entrepreneurship II



**See counselor for list of available SCC courses.


CAREER DEVELOPMENT EDUCATION

Career Management ENGLISH

Freshman English Seminar AP English Language and Composition

English I* AP English Literature and Composition Rhetoric and Analysis* Yearbook Fall English II* Yearbook Spring English III* Literature and Film

English IV* SES Sophomore English Seminar



FAMILY AND CONSUMER SCIENCES EDUCATION

Foods I* CTE Advanced Studies Foods II Enterprise* CTE Apprenticeship

Principles of Family and Human Services

CTE Community College I Parenting & Child Development CTE Community College II Early Childhood Education I* CTE Internship Early Childhood Education II*



HEALTH SCIENCE EDUCATION

Health Science I CTE Apprenticeship

Health Science II* CTE Community College I

Fundamentals of Gerontology CTE Community College II

Health Team Relations Pharmacy Technician*

Public Health Fundamentals CTE Internship

CTE Advanced Studies

HEALTH AND PHYSICAL EDUCATION

Health, Physical Education, and Safety Health, Physical Education, and Safety (Boys) Physical Fitness I (Boys) Health, Physical Education and Safety (Girls) Advanced Physical Education I (Boys) Physical Fitness I (Girls) Advanced Physical Education I (Girls)

MARKETING AND ENTREPRENEURSHIP EDUCATION

Marketing CTE Apprenticeship Sports and Entertainment Marketing I CTE Community College I Sports and Entertainment Marketing II* CTE Community College II Fashion Merchandising CTE Advanced Studies Personal Finance CTE Internship Entrepreneurship I* Entrepreneurship II


MATHEMATICS

Foundations of Mathematics Advanced Functions & Modeling+ Math I Pre Calculus*+ Math II* Calculus Honors Math III* AP Calculus AB AP Statistics Introduction To College Mathematics (ICM) Essentials of College Math (SREB)+

+counts for 4th

UNC math credit requirement.


see your principal or appropriate teacher to establish contract. **See counselor for list of available SCC courses.

MILITARY SCIENCE

Army JROTC I (LET-I) Army JROTC III (LET-VI)* Army JROTC I (LET-II) Army JROTC IV (LET-VII)* Army JROTC II (LET-III)* Army JROTC IV (LET-VIII)* Army JROTC II (LET- IV)* Army JROTC Junior Cadet Leadership Army JROTC III (LET-V)* Challenge (summer camp)

*Students enrolled in LET levels 3-8 who are selected for leadership and staff positions can be designated as

“Honors”, not to exceed a total of two Honors LET Levels courses in JROTC. Selected students will have their

official transcripts indicate the appropriate LET Level as honors. Please see your principal or JROTC teacher to

establish contract.

OCCUPATIONAL EDUCATION

English I Preparation I English II Preparation II

English III Preparation III English IV Preparation IV

Introduction Mathematics American History I

Math I American History II

Financial Management Biology

Applied Science

SCIENCE

Physical Science Forensics and Biotechnology*

Biology* Anatomy and Physiology*

Biology II Microbiology*

Honors Biology AP Environmental Science

Earth/Environmental Science* AP Biology

Chemistry* Scientific Visualization I

Physics

Scientific Visualization II




SOCIAL STUDIES

World History* AP US History American History: The Founding Principles,

Civics & Economics*

The Cold War

Turning Points In American History American History I* 21st Century Global Geography American History II* World Geography*

AP Comparative AP U.S. Government & Politics History



TECHNOLOGY ENGINEERING AND DESIGN EDUCATION

Technology Engineering & Design CTE Apprenticeship

Technological Design* CTE Community College I

Engineering Design* CTE Community College II

Robotics I* Robotics II* Game Art And Design

CTE Advanced Studies Scientific and Technical Visualization

ID EDUCATION

English Science

Reading Social Studies

Mathematics Life Skills

Career Development Health/ Physical Education

Independent Living Money Management

TRADE AND INDUSTRIAL EDUCATION

Introduction to Automotive Services

CTE Internship

Automotive Service I CTE Apprenticeship Automotive Service II CTE Community College I Automotive Services III CTE Community College II Carpentry I CTE Advanced Studies

Carpentry II Carpentry III

Core and Sustainable Construction

WORLD LANGUAGES

Spanish I Spanish III* (In Class or NCVPS) Spanish II Spanish IV* (In Class or NCVPS)


see your principal or appropriate teacher to establish contract. Additional courses may be offered through NCVPS.

Please see you counselor for a list of these courses.

OTHER CREDIT PROGRAMS

AVID Peer Group Mentoring (PGC) Broadcast Media and Technology Honors Teacher Cadet I HELP Honors Teacher Cadet II Office Management (a non-credit course) Media Assistant (a non-credit course)


COURSE DESCRIPTIONS

The following pages provide descriptions of all courses offered in Sampson County high schools. Most courses are offered in all schools,

but some are offered only at designated schools. Online courses may be provided through the North Carolina State Virtual Public School

(designated NCVPS) or Sampson Community College. See counselor or career development coordinator for a list of available courses on-

line.

Some courses are offered at different levels of study: standard, honors, and advanced placement. An individualized education program

outlines instruction for each student. Standard classes are designed for students planning to attend a four-year college or university, a

community college, the workforce, or military. Honors and Advanced Placement courses are designed for those students who wish to

pursue a more rigorous curriculum.

Unless otherwise noted, all standard courses carry one unit of course credit.

AGRICULTURAL EDUCATION

Agricultural Education is a systematic program of instruction available to students desiring to learn about the science, business, technology

of plant and animal production, and/or about the environmental and natural resources systems.

CTE INTERNSHIP (H, L, M, U) Prerequisites: None

A CTE Internship allows for additional development of career and technical competencies within a general career field. Internships allow

students to observe and participate in daily operations, develop direct contact with job personnel, ask questions about particular careers, and

perform certain job tasks. This activity is exploratory and allows the student to get hands-on experience in a number of related activities. The

teacher, student, and the business community jointly plan the organization, implementation, and evaluation of an internship, regardless of

whether it is an unpaid or paid internship.

CTE ADVANCED STUDIES (H, L, M, U) Prerequisites: Two technical credits in one Career Cluster and one of which must be a completer course.

This culminating course is for juniors and seniors who have earned two technical credits, one of which is a completer course in one

Career Cluster. The Advanced Studies course must augment the content of the completer course and prepare students for success in

transitioning to post-secondary education and future careers. Students work under the guidance of a teacher with expertise in the content of

the completer course in collaboration with community members, business representatives, and other school-based personnel. The four parts

of the course include writing a research paper, producing a product, developing a portfolio, and delivering a presentation. Students

demonstrate their abilities to use 21st century skills. DECA (an association for Marketing Education students), Future Business Leaders of

America (FBLA), FFA, Family, Career and Community Leaders of America (FCCLA), SkillsUSA, and Technology Student Association

(TSA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace

readiness skills through authentic experiences.

CTE COMMUNITY COLLEGE (H, L, M, U) Prerequisite: None

Students may include one or more Community College courses, either online or face-to-face, in their program of studies that leads to a

concentration in a Career Cluster.

CTE COMMUNITY COLLEGE II (H, L, M, U) Prerequisite: None



CTE APPRENTICESHIPS (L, M) Prerequisite: Two technical credits in one Career Cluster

Students who participate in apprenticeships or pre-apprenticeships through the North Carolina Department of Labor, Apprenticeship and

Training Bureau can also earn CTE credit while they earn hours and experience toward an adult apprenticeship leading to a completed

journeyman certificate. This course is appropriate for occupations that do not require a college degree but require a high level of skill and

knowledge


AGRISCIENCE APPLICATIONS (H, L, M, U) Prerequisite: None

This course focuses on integrating biological/physical sciences with technology as related to the environment, natural resources, food

production, science and agribusiness. Topics of instruction include agricultural awareness and literacy, employability skills and

introduction to all aspects of the total agricultural industry. English language arts, mathematics, and science are reinforced. Work-based

learning strategies appropriate for this course are apprenticeship, cooperative education, mentorship, school-based enterprise, service

learning, job shadowing, and supervised agricultural experience. FFA competitive events, community service, and leadership activities

provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

ANIMAL SCIENCE I (H, L, M, U) Prerequisite: None

This course focuses on the basic scientific principles and processes that are involved in animal physiology, breeding, nutrition, and care in

preparation for an animal science career major. Topics include animal diseases, introduction to animal science, animal nutrition, animal

science issues, career opportunities, and animal evaluation. English language arts, mathematics, and science are reinforced. Work-based

learning strategies appropriate for this course are apprenticeship, cooperative education, mentorship, school-based enterprise, service

learning, job shadowing, and supervised agricultural experience. FFA competitive events, community service, and leadership activities

provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

ANIMAL SCIENCE II (H, L, M, U) Prerequisite: Animal Science I

This course includes more advanced scientific principles and communication skills and includes animal waste management, animal science

economics, decision-making, global concerns in the industry, genetics, and breeding. English language arts, mathematics, and science are

reinforced in this class. Work-based learning strategies appropriate for this course are apprenticeship, cooperative education,

entrepreneurship, internship, mentorship, school-based enterprise, service learning, job shadowing, and supervised agricultural experience.

FFA competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace


ANIMAL SCIENCE II-SMALL ANIMALS (L) Prerequisite: Animal Science I

This course provides instruction on animal science topics related to small animals that are served by a veterinarian. Content related to the

breeding, grooming, care, and marketing of animals that fit into this category are taught in this course. English language arts, mathematics,

and science are reinforced in this class. Work-based learning strategies appropriate for this course are apprenticeship, cooperative

education, entrepreneurship, internship, mentorship, school-based enterprise, service learning, job shadowing, and supervised agricultural

experience. FFA competitive events, community service, and leadership activities provide the opportunity to apply essential standards

and workplace readiness skills through authentic experiences.

AGRICULTURAL MECHANICS I (H, L, M, U) Prerequisite: None

This course develops knowledge and technical skills in the broad field of agricultural machinery, equipment, and structures. The primary

purpose of this course is to prepare students to handle the day-to-day problems and repair needs they will encounter in their chosen

agricultural career. Topics include agricultural mechanics safety, agricultural engineering career opportunities, hand/power tool use and

selection, electrical wiring, basic metal working, basic agricultural construction skills related to plumbing, concrete, carpentry, basic

welding, and leadership development. English language arts, mathematics, and science are reinforced.

Work-based learning strategies appropriate for this course include apprenticeship, cooperative education, internship, mentorship, school-

based enterprise, job shadowing, and supervised agricultural experience. FFA competitive events, community service, and leadership

activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

*Course enrollment limited to 20 to ensure safety in laboratory settings.


BIOTECHNOLOGY & AGRISCIENCE RESEARCH I – (U) Prerequisite: None

This course provides instruction in the technologically advanced world of agriculture and life sciences. Students are exposed to the latest

techniques and advances in plant and animal biotechnology with a strong emphasis on hands-on activities. English language arts, mathematics,

and science are reinforced. Work-based learning strategies appropriate for this course are apprenticeship, cooperative education, mentorship,

school-based enterprise, service learning, job shadowing, and supervised agricultural experience. FFA competitive events, community service,

and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

Agriscience Applications is recommended as preparation for this course.

AGRICULTURAL MECHANICS II (H, L, M, U) Prerequisite: Agricultural Mechanics I

In this course, the topics of instruction emphasized are non-metallic agricultural fabrication techniques, metal fabrication technology, safe

tool and equipment use, human resource development, hot/cold metal working skills and technology, advanced welding and metal cutting

skills, working with plastics, and advanced career exploration/decision making. English language arts, mathematics, and science are

reinforced. Work-based learning strategies appropriate for this course are apprenticeship, cooperative education, entrepreneurship,

internship, mentorship, school-based enterprise, service learning, job shadowing, and supervised agricultural experience. FFA competitive

events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills

through authentic experiences.

*Course enrollment limited to 20 to ensure safety in laboratory settings

SMALL ENGINES (U)

Prerequisite: Agriculture Mechanics I

Small Engines (Briggs and Stratton version) covers the basics of engine theory and operation. An emphasis is given to the safe use of tools

and facilities to provide experiential learning for students leading to a North Carolina Briggs and Stratton Certification. Students will learn the

basics of engine operation and combustion including the compression, fuel, electrical and cooling systems. Students will disassemble and

assemble small engines to learn parts and troubleshoot problems.

HORTICULTURE I (H, L, M, U) Prerequisite: None

This course provides instruction on the broad field of horticulture with emphasis on the scientific and technical knowledge for a career in

horticulture. Topics in this course include plant growth and development, plant nutrition, media selection, basic plant identification, pest

management, chemical disposal, customer relations, and career opportunities. English language arts, mathematics, and science are

reinforced. Work-based learning strategies appropriate for this course are apprenticeship, cooperative education, internship, mentorship,

school-based enterprise, job shadowing, and supervised agricultural experience. FFA competitive events, community service, and leadership


HORTICULTURE I (H, L, M, U) Prerequisite: Horticulture I

This course covers instruction that expands scientific knowledge and skills to include more advanced scientific computations and

communication skills needed in the horticulture industry. Topics include greenhouse plant production and management, bedding plant

production, watering systems, light effects, basic landscape design, installation and maintenance, lawn and turfgrass management, and personal

development. English language arts, mathematics, and science are reinforced. Work-based learning strategies appropriate for this course are

apprenticeship, cooperative education, entrepreneurship, internship, mentorship, school-based enterprise, service learning, job shadowing, and

supervised agricultural experience. FFA competitive events, community service, and leadership activities provide the opportunity to apply

essential standards and workplace readiness skills through authentic experiences.


ARTS EDUCATION

Students at the high school level will have the option of studying an individual arts discipline as an area of interest, or specializing or

completing a concentration in studies to prepare them for further education and/or a career in the arts. The Essential Standards communicate

what students should know and be able to do as a result of instruction at each proficiency level: beginning, intermediate, proficient, and

advanced (9-12).

DANCE

BEGINNING DANCE (L, M, U) Prerequisite: None

Beginning High School Dance standards are designed for students with no or limited K-8 progression in dance education. Beginning Dance

explores movement as a creative art form. Student learning includes opportunities to develop kinesthetic awareness, proper body alignment,

physical strength, flexibility, endurance, and care of the dance instrument while exploring improvisational and expressive movement, and

basic modern dance technique. Dance elements and basic principles of composition are studied and practiced. Through dance ensemble work,

students use creative and critical thinking skills to create and communicate meaning through dance movement. Students experience the role

of both choreographer and dancer and have opportunities to present their work. Through the study of dance in various cultures and historical

periods, students broaden their understanding of dance as an art form. Students will explore a variety of career opportunities in dance as well

as connections with other art forms and subject areas. Students will create a portfolio, which contains written and/or visual examples of their

work.

INTERMEDIATE DANCE (L, M, U) Prerequisites: Proficiency inventory and/or teacher recommendation Intermediate High School Dance standards are designed for those students who have had a complete K-8

progression in dance education or who have achieved beginning level high school standards for dance. Intermediate Dance emphasizes

students' acquisition of intermediate movement skills and refined motor control through the study of various modern dance techniques.

Students learn to take responsibility for their personal health and to care for their dance instrument. Through dance ensemble work, students

continue to explore improvisation, dance elements, and composition as both dancer and choreographer. Students present the skills they have

learned to selected audiences and learn basic technical/theatrical skills for dance production. Students extend their understanding of dance as

an art form through a consideration of aesthetic and philosophical perspectives. Further awareness is enhanced through the study of dance

history, the exploration of dance through a variety of cultural contexts, and dance as a career choice as outlined in the North Carolina Arts

Education Essential Standards. Students will maintain a portfolio, which contains written and/or visual examples of their work.

PROFICIENT DANCE (HONORS CREDIT) (L, M, U) Prerequisites: Proficiency inventory and/or teacher recommendation

Proficient High School Dance standards are designed for those students who have achieved intermediate level dance standards at the high

school level. Students must meet criteria set forth by the Sampson County Schools Arts Educators and receive teacher approval. Proficient

Dance is a continuation of the fundamentals of dance movement taught in Beginning Dance and Intermediate Dance, with an emphasis on the

techniques and performance of modern dance, including a more detailed study of composition and choreography. Proficient Dance students

demonstrate a commitment to personal fitness and to attaining an advanced level of technical skill while performing with greater fluency,

precision, and articulation. Students combine the use of improvisation, dance elements, choreographic principles, and technical/theatrical

elements to explore the creation of meaningful dance compositions. Students communicate personal feelings, thoughts, ideas, and concepts

through the skillful use of dance movement and present their choreography to selected audiences. Through the use of aesthetic criteria,

students analyze and evaluate in a constructive manner the impact of their own choreography and the work of others. Students create

interdisciplinary projects and continue their study of dance through cultural and historical viewpoints. Instruction will follow the North

Carolina Arts Education Essential Standards. Students will maintain a portfolio that contains written and/or visual examples of their work.


ADVANCED DANCE (L, M, U) Prerequisites: Proficiency inventory and/or teacher recommendation

Advanced High School Dance standards are designed for those students who have achieved proficient level dance standards at the high

school level. Students must meet criteria set forth by the Sampson County Schools Arts Educators and receive teacher approval. Advanced

Dance is a continuation of the fundamentals of dance movement taught in Beginning, Intermediate, and Proficient Dance, with an emphasis

on the techniques and performance of modern dance, including a more detailed study of composition and choreography. Advanced Dance is

a continuation of Proficient Dance. Advanced Dance addresses the competency goals and objectives of the North Carolina Essential

Standards for Advanced Dance and provides additional extensions of these goals and objectives as a foundation for advanced technique

building and the refining of skills in both choreography and performance. Students apply their creative and technical knowledge and skills

and use expanded aesthetic criteria to analyze, synthesize, and evaluate their own choreography as well as works of others. Students strive to

clearly express ideas as they examine the creative process of integrating movement with choreographic intent. Studies include the purposes

of dance, dance genres and styles, artistic conflicts and resolutions, innovations, social issues, technological applications, and significant

contributors to dance. Students learn to assess personal health and fitness, develop and achieve personal dance goals, and integrate

knowledge and skills with a variety of other content areas.

MUSIC

BEGINNING VOCAL MUSIC (M, U) INTERMEDIATE VOCAL MUSIC (M, U) PROFICIENT VOCAL MUSIC (HONORS CREDIT) M, U ADVANCED VOCAL MUSIC (HONORS CREDIT) M, U Prerequisite: None

Admission to these electives is by selection during private audition. These courses offer more advanced study of tone production,

rhythms, scale studies, theory, and composition. Students have opportunities for public performances throughout the year. Proficient Vocal

Music and Advanced are honors versions and, thus, are coded or will be coded as honors and weighted accordingly. Students must meet

criteria set forth by the Sampson County Schools Arts Educators and receive teacher approval.

BEGINNING BAND FALL (H, L, M, U) BEGINNING BAND SPRING (H, L, M, U) Prerequisite: Prior band instruction and/or teacher recommendation

Beginning High School Band standards are designed for students with no or limited K-8 progression in band education. This is a performing

and educational unit designed to give band students the opportunity to develop basic musical skills as well as an appreciation for different

musical styles. Basic music history and theory are also covered. Performances during the week and weekends, as well as after-school

rehearsals, are required and are part of the grade for the course. A uniform dress code will also be required for performances.

INTERMEDIATE BAND FALL (H, L, M, U) INTERMEDIATE BAND SPRING (H, L, M, U) Prerequisite: Prior band instruction and/or teacher recommendation

Intermediate High School Band standards are designed for those students who have had a complete K-8 progression in Band education or

who have achieved beginning level high school standards for Band. This is a performing and educational unit designed to give band students

the opportunity to continue developing basic musicianship skills as well as an appreciation for different musical styles. Basic music history

and theory are also covered. Performances during the week and weekends, as well as after-school rehearsals, are required and are part of the

grade for the course. A uniform dress code will also be required for performances. (Both 52552 and 52562 may be required at each high

school).

PROFICIENT BAND FALL (HONORS CREDIT) (H, L, M, U) PROFICIENT BAND SPRING (HONORS CREDIT) (H, L, M, U) Prerequisites: Teacher recommendation

Proficient High School Band standards are designed for those students who have achieved intermediate level Band standards at the high

school level. Students must meet criteria set forth by the Sampson County Schools Arts Educators and receive teacher approval. This is a

performing and educational unit designed to give band students the opportunity to continue developing advanced musicianship skills as well

as an appreciation for different musical styles. Advanced music history and theory are also covered. Students will exhibit an understanding of

and advanced proficiencies in performance conducting, listening, appreciation, history, analyzing, and research, culminating in written

reports, composing, performing, and use of current technology. Performances during the week and weekends, as well as after-school

rehearsals, are required and are part of the grade for the course. A uniform dress code will also be required for performances. Proficient Band

addresses the competency goals and objectives of the North Carolina Essential Standards for Instrumental Proficient Music and provides

additional extensions of these goals and objectives as a foundation for advanced proficiencies in performance, conducting, listening,

appreciation, history, analyzing, and research culminating in written reports.


ADVANCED BAND FALL (HONORS CREDIT) (H, L, M, U) ADVANCED BAND SPRING (HONORS CREDIT) (H, L, M, U) Prerequisites: Teacher Recommendation

Advanced High School Band standards are designed for those students who have achieved proficient level Band standards at the high school

level. Students must meet criteria set forth by the Sampson County Schools Arts Educators and receive teacher approval. This is a performing

and educational unit designed to give band students the opportunity to continue developing advanced musicianship skills as well as an

appreciation for different musical styles. Advanced music history and theory are also covered. Students will exhibit an understanding of and

advanced proficiencies in performance conducting, listening, appreciation, history, analyzing, and research culminates in written reports,

composing, performing, and use of current technology. Performances during the week and weekends, as well as after-school rehearsals, are

required and are part of the grade for the course. A uniform dress code will also be required for performances. Advanced Band addresses the

competency goals and objectives of the North Carolina Essential Standards for Instrumental Proficient Music and provides additional

extensions of these goals and objectives as a foundation for advanced proficiencies in performance, conducting, listening, appreciation,

history, analyzing, and research culminating in written reports.

COLOR GUARD (H, L, M, U) Prerequisite: Audition

Color Guard explores movement as a creative art form. Student learning includes opportunities to develop kinesthetic awareness, proper body

alignment, physical strength, flexibility, and endurance. Students will also explore improvisational and expressive movement, and basic dance

technique. Through ensemble work, students use creative and critical thinking skills to create and communicate meaning through movement.

Students experience the role of both choreographer and performer and have opportunities to present their work. This performing and

educational unit is designed to accompany the band during performances. Performances during the week and weekends, as well as after-

school rehearsals, are required and are part of the grade for the course. A uniform dress code will also be required for performances.

Color Guard standards are designed for students with limited training and an audition with the director.

THEATRE ARTS

BEGINNING THEATER ARTS (H, M) Prerequisite: None

Beginning High School Theatre Arts standards are designed for students with no or limited K-8 progression in Theatre Arts education. This

course introduces students to basic dramatic techniques, to drama, and to its history and development. Students read and discuss plays, study

techniques of acting and theatrical production, and may include participation in performances.

INTERMEDIATE THEATER ARTS (H, M) Prerequisites: Teacher Recommendation

Intermediate High School Theatre Arts standards are designed for those students who have had a complete K-8 progression in Theatre Arts

education or who have achieved beginning level high school standards for Theatre Arts. Intermediate Theater Arts builds on skills and

understanding developed in Beginning Theater Arts. Students have opportunities to direct others in theatrical performances; write scripts for

performance and objectively critique scripts; design, illustrate, and make simple costumes; publicize and promote theatrical productions; and

manage the school box office.

PROFICIENT THEATER ARTS (HONORS CREDIT) (H, M) Prerequisites: Teacher Recommendation

Proficient High School Theatre Arts standards are designed for those students who have achieved intermediate level Theatre Arts standards at

the high school level. Students must meet criteria set forth by the Sampson County Schools Arts Educators and receive teacher approval.

Proficient Theatre Arts is an advanced continuation of Beginning Theatre Arts and Intermediate Theatre Arts. This course involves

additional in-depth application of theatre arts knowledge, skills and processes. Theatre study at this level places a greater emphasis on the

execution of skills, ensemble work, and collaboration with other student artists. Project based learning is used to assess the student’s

performance.


ADVANCED THEATER ARTS (HONORS CREDIT) (H, M) Prerequisites: Teacher Recommendation

Advanced High School Theatre Arts standards are designed for those students who have achieved proficient level Theatre Arts standards at


Advanced Theatre Arts is for students who wish to complete the broad-based study of theatre arts. Advanced Theatre Arts involves more

independent study and increased production responsibilities. Analysis of theatre processes, self-motivation, personal discipline, and more

demanding projects are emphasized.

VISUAL ART

BEGINNING ART (H, L, M, U) Prerequisites: None

Beginning High School Visual Arts standards are designed for students with no or limited K-8 progression in Visual Arts education.

Beginning Art focuses on the fundamentals of the art processes and allows students to explore a variety of visual arts media. They develop the

concepts necessary for understanding and producing art, including drawing and painting, printmaking, sculpture, and fine craft processes.

INTERMEDIATE ART (H, L, M, U) Prerequisites: Proficiency inventory and/or teacher recommendation

Intermediate High School Visual Arts standards are designed for those students who have had a complete K-8 progression in Visual Arts

education or who have achieved beginning level high school standards for Visual Arts.

PROFICIENT ART (HONORS CREDIT) (H, L, M, U) Prerequisites: Proficiency inventory and/or teacher recommendation

Proficient High School Visual Arts standards are designed for those students who have achieved intermediate level Visual Arts standards at


Proficient Art is a continuation of Intermediate Art for students who desire intense concentration in visual communications. The Proficient Art

student is encouraged and expected to exhibit self-direction and self-dedication. Proficient Visual Arts is an advanced level course and

involves more in- depth knowledge of art processes, media, history, and the development of such. Instruction will build upon the curriculum

as outlined in the 9-12 visual arts section of the North Carolina Arts Education Essential Standards.

ADVANCED ART (HONORS CREDIT) (H, L, M, U) Prerequisites: Proficiency inventory and/or teacher recommendation

Advanced High School Visual Arts standards are designed for those students who have achieved proficient level Visual Arts standards at the

high school level. Students must meet criteria set forth by the Sampson County Schools Arts Educators and receive teacher approval.

Advanced Art is a continued in-depth study of those areas previously covered in Beginning, Intermediate, and Proficient Art. Advanced

Visual Art is an even more advanced level of Proficient Visual Arts and involves additional in-depth knowledge of art processes, media,

history and the development of such. In addition, students are expected to become initiators of learning and accomplishment, as well as,

demonstrate leadership and expertise in visual arts.

BUSINESS, FINANCE AND INFORMATION TECHNOLOGY EDUCATION

CTE INTERNSHIP (H, L, M, U) Prerequisites: None

This work-based course provides a realistic environment within which a student learns about business and applies knowledge and skills.

Internship placement is based on a student’s career pathway and is designed to provide additional exposure to the student’s career

objective. This course requires a minimum of 135 hours of work-based learning that is related to classroom instruction. Students must

complete an application and follow all guidelines outlined in the Sampson County Schools Internship Packet.


CTE ADVANCED STUDIES (H, L, M, U) Prerequisites: Two technical credits in one Career Cluster and one of which must be a completer course










CTE COMMUNITY COLLEGE I (H, L, M, U) Prerequisite: None






CTE APPRENTICESHIPS (L, M)

Prerequisite: Two technical credits in one Career Cluster




knowledge.

PRINCIPLES OF BUSINESS AND FINANCE (H, L, M, U) Prerequisite: None

This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy,

functions of business organization and management, marketing basics, and significance of business financial and risk management. English

language arts, social studies, and mathematics are reinforced. Work-based learning strategies appropriate for this course include mentorship,

school-based enterprise, service learning, and job shadowing. Cooperative education is not available for this course. Apprenticeship is not

available for this course. DECA (an association for Marketing Education students) and Future Business Leaders of America (FBLA)

competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace


BUSINESS LAW (L, U) Prerequisite: Principles of Business and Finance.

This course is designed to acquaint students with the basic legal principles common to all aspects of business and personal law. Business

topics include contract law, business ownership including intellectual property, financial law, and national, and international laws. Personal

topics include marriage and divorce law, purchasing appropriate insurance, renting and owning real estate, employment law, and consumer

protection laws. Social studies and English language arts are reinforced. Work-based learning strategies appropriate for this course include

apprenticeship, internship, and job shadowing. Apprenticeship and cooperative education are not available for this course. Future Business

Leaders of America (FBLA) competitive events, community service, and leadership activities provide the opportunity to apply essential

standards and workplace readiness skills through authentic experiences.


BUSINESS MANAGEMENT (M, U) Prerequisite: Principles of Business and Finance

This course expands student understanding of management, including customer relationship management, human resources management,

information management, knowledge management, product-development management, project management, quality management, and

strategic management. Economics, finance, and professional development are also stressed throughout the course. English language arts

are reinforced. Work-based learning strategies appropriate for this course include cooperative education, entrepreneurship, internship,

mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship is not available for this course. Future Business

Leaders of America (FBLA) competitive events, community service, and leadership activities provide the opportunity to apply essential


ENTREPRENEURSHIP I (H, L, M) Prerequisite: Marketing or Personal Finance or Principles of Business and Finance

In this course students evaluate the concepts of going into business for themselves and working for or operating a small business. Emphasis is

on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to

resources for starting a small business. Students develop components of a business plan and evaluate start-up requirements. English language

arts and social studies are reinforced. Work- based learning strategies appropriate include cooperative education, entrepreneurship, internship,

mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship is not available for this course. DECA (an

association for Marketing Education students) and Future Business Leaders of America (FBLA), competitive events, community service, and

leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences. ENTREPRENEURSHIP II (H, L) Prerequisite: Entrepreneurship I

In this course students develop an understanding of pertinent decisions to be made after obtaining financing to open a small business. Students acquire an in-depth understanding of business 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 cooperative education, entrepreneurship, internship, mentorship, school-based enterprise,

service learning, and job shadowing. Apprenticeship is not available for this course. DECA (an association for Marketing Education students)

and Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities provide the opportunity to

apply essential standards and workplace readiness skills through authentic experiences.

MULTIMEDIA AND WEBPAGE DESIGN (H, L, M, U) Prerequisite: MS Word and PowerPoint

This course focuses on desktop publishing, graphic image design, computer animation, virtual reality, multimedia production, and webpage

design. Communication skills and critical thinking are reinforced through software applications. English language arts and arts are

reinforced. Work-based learning strategies appropriate for this course include cooperative education, internship, school-based enterprise,

service learning, and job shadowing. Apprenticeship is not available for this course. Future Business Leaders of America (FBLA)



MICROSOFT WORD AND POWERPOINT (H, L, M, U) Prerequisite: None

Students in Microsoft IT Academies benefit from world-class Microsoft curriculum and software tools to tackle real- world challenges in the

classroom environment. In the first part, students will learn to use the newest version of Microsoft Word interface, commands, and features to

create, enhance, customize, share and create complex documents, and publish them. In the second part, students will learn to use the newest

version of Microsoft PowerPoint interface, commands, and features to create, enhance, customize, and deliver presentations. In the last part,

students will learn to use the basic features of the newest version of Publisher to create, customize, and publish a publication. English

language arts are reinforced. Work-based learning strategies appropriate for this course include cooperative education, internship, service

learning, and job shadowing. Apprenticeship is not available for this course. Future Business Leaders of America (FBLA) competitive



This course can help prepare students for the Microsoft Office Specialist (MOS) in Word and/or PowerPoint,

http://www.microsoft.com/learning/en/us/certification/mos.aspx.


MICROSOFT EXCEL AND ACCESS (H, L, U) Prerequisite: None

Students in Microsoft IT Academies benefit from world-class Microsoft curriculum and cutting-edge software tools to tackle real-world

challenges in the classroom environment. The first part of the class is designed to help you use the newest version of Microsoft Excel

interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well

as how to manage, manipulate, and format data. In the second part of the class, students will learn how to create and work with a database

and its objects by using the new and improved features in newest version of Microsoft Access. Students will learn how to create, modify, and

locate information as well as how to create programmable elements and share and distribute database information. Mathematics is reinforced.

Work-based learning strategies appropriate for this course include cooperative education, internship, service learning, and job shadowing.

Apprenticeship is not available for this course. Future Business Leaders of America (FBLA) competitive events, community service, and

leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

This course can help prepare students for the Microsoft Office Specialist (MOS) in Excel and/or Access,

http://www.microsoft.com/learning/en/us/certification/mos.aspx.

PERSONAL FINANCE (H, L, M, U) Prerequisite: None

This course prepares students to understand economic activities and challenges of individuals and families, the role of lifestyle goals in

education and career choices, procedures in a successful job search, financial forms used in independent living, and shopping options and

practices for meeting consumer needs. The course also prepares students to understand consumer rights, responsibilities, and information,

protect personal and family resources, and apply procedures for managing personal finances. English language arts and mathematics are

reinforced. Work- based learning strategies appropriate for this course include mentorship, school-based enterprise, service learning, and job

shadowing. Apprenticeship and cooperative education are not available for this course. DECA (an association for Marketing Education

students), Future Business Leaders of America (FBLA) and Family, Career and Community Leaders of America (FCCLA) competitive



CAREER DEVELOPMENT EDUCATION

The Career Development Process involves students, parents, school counselors, teachers and the community. It helps students understand the lifelong, sequential process of determining self and career identity. Career Development includes delivery of curriculum and career development services that are focused on completing self- assessments, matching interests to career choices, exploring the world of work, conducting career research and education, and career planning to middle and high school students. Development and implementation of a

career development plan is an essential part of the process. This prepares students for success in 21st

century careers and education.

CAREER MANAGEMENT (L) Prerequisite: None

This course prepares students to locate, secure, keep, and change careers. Emphasis is placed on self-assessment of characteristics,

interests, and values; education and career exploration; evaluation of career information and creation of a career plan. Based on the

National Career Development Guidelines, skills learned in this course include, but are not limited to, communications, interpersonal skills,

problem solving, personal management and teamwork. English language arts are reinforced. Work-based learning strategies appropriate

for this course include business/industry field trips, internships, job shadowing, and service learning. Student participation in Career and

Technical Student Organization, (CTSO) competitive events, community service, and leadership activities provide the opportunity to apply


ENGLISH

English Language Arts I, English Language Arts II, English Language Arts III, and English Language Arts IV, which are offered at different

levels of difficulty, are required courses. All other English courses are electives. Students will not be allowed to take more than one level of

English per year unless they are repeating a failed course or for early graduation purposes. Course description, objectives, and standards for

these courses can be accessed from the link following each course title below. Also, teachers, parents, and students can access this same

information from the Sampson County Schools’ webpage under the curriculum and instruction link for high schools.


FRESHMAN ENGLISH SEMINAR (H, L, U) Prerequisites: Previous Language Arts grades and Level I or II on 8

th Grade EOG

This course establishes the pace of study in the English program for students preparing to take English I. Students will develop skills in the

areas of grammar, writing, organizing information, understanding literature, speaking, and listening. In addition students will learn the skills

that it takes to be successful in further advanced English classes such as study skills, scaffolding skills, note-taking, and life skills.

ENGLISH I (H, L, M, U) Prerequisite: None

This course establishes the pace of study in the English program for college-or-career-bound students. They develop skills in the areas of listening, speaking, viewing, understanding literature, organizing information, and writing. Students will be introduced to a variety of genres and literary techniques through close study and analysis of short stories, novels, poetry, drama, epics, memoirs, and various

informational texts.

RHETORIC AND ANALYSIS (H, L, M, U) Prerequisite: Either successful completion of Honors English I, or successful completion of CP English I combined with a score of greater

than 85% on the English I NCFE and a teacher/parent/student conference.

Honors Rhetoric and Analysis is designed with the notions that, if prepared, all students can perform well at rigorous academic levels and the

belief that every student can be prepared for higher intellectual engagement by starting the development of skills and acquisition of knowledge

as early as possible. Addressed effectively, the middle and early high school years can provide a powerful opportunity to help all students

acquire the knowledge, concepts, and skills needed to engage in a higher level of learning. With these beliefs in mind, students enrolled in

Honors Rhetoric and Analysis will continue to increase and refine their communication, reading, and critical thinking skills, and are expected

to plan, draft and complete written compositions on a regular basis. Honors Rhetoric and Analysis students will also read extensively in

multiple genres from world literature such as selected stories, dramas, novels, poetry, non-fiction, and essays, building skill sets that will

improve performance in future Honors and Advanced Placement courses, as well as college.

ENGLISH II (H, L, M, U) Prerequisite: English I In this course, students will be introduced to literary global perspectives focusing on literature from the Americas (Caribbean, Central,

South, and North), Africa, Eastern Europe, Asia, Oceania, and the Middle East. Students will be required to study U.S. documents of

historical and literary significance as well as one Shakespearean play. Through wide and deep reading of literature and literary nonfiction of

steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to

evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.

ENGLISH III (H, L, M, U) Prerequisites: English I and II

In this course, students will be introduced to an in-depth study of U.S. literature and U.S. literary nonfiction especially foundational works and

documents from the 17th century through the early 20th century. At least one Shakespearean play should be included.

AP ENGLISH LANGUAGE AND COMPOSITION (H, L, M, U) Prerequisites: 90 or above average in previous Honors English II, and teacher recommendation

Ordinarily, students who are successful in this course achieved a B or above in English II or were successful in Honors English II. Students

who take this course should have a strong background in English and a strong desire to further enrich advanced skills and should be able to

think critically and work independently. Students are required to complete a Summer Reading list, complete advanced assignments, and must

sign a written contract to enroll in this course. Students must pay for the AP exam and take AP exam in order to receive AP credit. The

state weighting system adds two quality points to the grade earned.


ENGLISH IV (H, L, M, U) Prerequisites: English I, II, and III

This course provides opportunities for students to refine listening, speaking, reading, writing, and study skills in preparation for enrollment in

a college or university. The standards for this course are aligned with college and work ready expectations, which include rigorous content and

application of knowledge through higher order skills. In addition, students will focus on essential knowledge and skills with rigor and

creativity that will help students to achieve a deeper knowledge and acquire meaningful authentic skills needed to achieve in a 21st century

global society. Students read and study works of Western, Southern, and Northern literature, with at least one Shakespearean play to be

incorporated, to sharpen their awareness of language and the writer's craft. Students also review the steps of the formal writing process and

seek to develop an individual style and refinement in language usage adaptable to future writing assignments. They also focus on the historical

and cultural influences, which contribute to changes in the English language.

AP ENGLISH LITERATURE AND COMPOSITION (H, L, M, U) Prerequisites: 90 percent average or above on previous Honors/AP English Language and Composition, and teacher recommendation.

Advanced Placement English Literature and Composition concentrates on the study of English literature and the development of

independent research, writing, and interpretive skills. Students will also examine and develop an appreciation for British novelists, poets,

playwrights, and storywriters. Students develop strategies for increasing vocabulary and for improving SAT scores. They also have

opportunities for practice in composition and grammar, with emphasis on the organization, critical thinking, and meaningful expression of

ideas. Students who take this course should have a strong background in English and a strong desire to further enrich advanced skills and

should be able to think critically and work independently. The course focuses on the understanding and interpretation of British literature

and further emphasizes vocabulary development and oral communications. Students are required to complete a summer reading list,

complete advanced assignments, and must sign a written contract to enroll on this course. Students are required to take the AP English IV

exam and students must pay for the AP exam in order to receive AP credit. The state weighting system adds two quality points to the grade

earned.

LITERATURE AND FILM (U) Prerequisites: None

The course will focus on the relationship between written and film versions of a story, novel, or play. Students will explore how character

development, plot, narrative, symbols, and language are translated from text to film. To facilitate analysis, students acquire a basic

vocabulary for discussing literature and film. Instructors may focus on a particular theme, such as the love story, fantasy, or mythology. This

course will focus on film as an art form, with particular reference to the literature that inspired the motion picture.

YEARBOOK: FALL (H, L, M, U) Prerequisite: Teacher Recommendation

Students will learn the skills required to create a yearbook that reflects journalistic standards. They will learn their rights and

responsibilities as student journalists and gain proficiency in desktop publishing.

YEARBOOK: SPRING (H, L, M, U) Prerequisite: Yearbook I

Students will expand their knowledge of journalistic and desktop publishing skills used to produce a yearbook. They will serve in editor

positions working to develop student leadership and decision-making skills.


FAMILY AND CONSUMER SCIENCES EDUCATION

Family and Consumer Sciences (FACS) Education empowers individuals to manage the challenges of living and working in a diverse global

society. Students develop human literacy as they master a complex set of essential skills and knowledge needed to achieve quality of life.

They gain career preparedness as they acquire readiness to participate in a rapidly changing workforce and global economy.

CTE ADVANCED STUDIES (H, L, M, U) Prerequisite: Two technical credits in one Career Cluster and one of which must be a completer course










CTE INTERNSHIP (H, L, M, U) Prerequisite: None


Internship placement is based on a student’s career pathway and is designed to provide additional exposure to the student’s career objective.

This course requires a minimum of 135 hours of work -based learning that is related to classroom instruction. Students must complete an

application and follow all guidelines outlined in the Sampson County Schools Internship Packet.

CTE COMMUNITY COLLEGE I (H, L, M, U) Prerequisite: None






CTE APPRENTICESHIPS (H, L, M, U) Prerequisite: Two technical credits in one Career Cluster




knowledge.

FOODS I (H, L, M, U) Prerequisite: None

This course examines the nutritional needs of the individual. Emphasis is placed on the relationship of diet to health, kitchen and meal

management, food preparation, and sustainability for a global society, and time and resource management. English language arts,

mathematics, science, and social studies are reinforced. Work-based learning strategies appropriate for this course include service learning

and job shadowing. Apprenticeship and cooperative education are not available for this course. Family, Career and Community Leaders

of America (FCCLA) competitive events, community service, and leadership activities provide the opportunity to apply essential


*For safety and sanitation reasons, enrollment should not exceed 20 in this course.


FOODS II - ENTERPRISE (H, L, M, U)

Prerequisite: Culinary Arts and Hospitality or Foods I

This course focuses on advanced food preparation techniques while applying nutrition, food science, and test kitchen concepts using new

technology. Food safety and sanitation receive special emphasis, with students taking the exam for a nationally recognized food safety

credential. Students develop skills in preparing foods such as beverages, salads and dressing, yeast breads, and cake fillings and frostings. A

real or simulated in-school food business component allows students to apply instructional strategies. English language arts, mathematics,

and science are reinforced. Work-based learning strategies appropriate for this course include apprenticeship, cooperative education,

entrepreneurship, internship, mentorship, school-based enterprise, service learning, and job shadowing.

Family, Career and Community Leaders of America (FCCLA) competitive events, community service, and leadership activities provide the

opportunity to apply essential standards and workplace readiness skills through authentic experiences.

*For safety and sanitation reasons, enrollment should not exceed 20 in this course.

PRINCIPLES OF FAMILY AND HUMAN SERVICES (H, L, M, U)

Prerequisite: None

Students learn core functions of the human services field; individual, family, and community systems; and life literacy skills for human

development. Emphasis is placed on professional skills, human ecology, diversity, analyzing community issues, and life management skills.

Activities engage students in exploring various helping professions, while building essential life skills they can apply in their own lives to

achieve optimal wellbeing. English/language arts, social studies, mathematics, science, technology, interpersonal relationships are reinforced.

Work-based learning strategies appropriate for this course include service learning and job shadowing. Family, Career and Community

Leaders of America (FCCLA) competitive events, community service, and leadership activities provide the opportunity to apply essential


*For safety and sanitation reasons, enrollment should not exceed 20 in this this course. PARENTING AND CHILD DEVELOPMENT (H, L, M) Prerequisite: None

This course introduces students to responsible nurturing and basic applications of child development theory with children from infancy

through age six. Areas of study include parenthood decisions, childcare issues, prenatal development and care, and development and care of

infants, toddlers, and children three through six. Emphasis is on responsibilities of parents, readiness for parenting, and the influence parents

have on children while providing care and guidance. Art, English language arts, and science are reinforced. Work-based learning strategies

appropriate for this course include service learning and job shadowing. Apprenticeship and cooperative education are not available for this

course. Family, Career and Community Leaders of America (FCCLA) competitive events, community service, and leadership activities

provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences. EARLY CHILDHOOD EDUCATION I (H, U) Prerequisite: Student must be 16 by October 1

st

. Credits: 2

This two-credit course prepares students to work with children in early education and childcare settings. Areas of study include personal and

professional preparation, child development from birth to age 12, techniques, and procedures for working with young children, and history,

trends and opportunities in this field. An internship makes up 50 percent of instructional time. Work-based learning strategies appropriate for

this course include internship, mentorship, service learning, and job shadowing. Cooperative education and apprenticeship are not available

for this course. Family, Career and Community Leaders of America (FCCLA) competitive events, community service, and leadership

activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences. Parenting and

Child Development is recommended as preparation for this course.

*For safety reasons, enrollment should not exceed 20 in this course.


EARLY CHILDHOOD EDUCATION II (H, U) Prerequisite: Early Childhood Education, student must be 16 by October 1

st. Credit: 2

This two-credit course provides advanced experiences in working with children from infancy to age 12 in early education and child care

settings. Areas of study include program planning and management, developmentally appropriate practice, procedures and strategies for

working with special groups of children, and career development and professionalism. An internship makes up 50 percent of instructional

time. Work-based learning strategies appropriate for this course include internship, mentorship, service learning, and job shadowing.

Cooperative education and apprenticeship are not available for this course. Family, Career and Community Leaders of America (FCCLA)



*For safety reasons and number of interns placed in the field, enrollment should not exceed 20 in this course.

HEALTH SCIENCE EDUCATION (Offered only at HHS)

Health Science Education is a broad curriculum at the middle and high school levels that provides students with meaningful instruction for

and about health care careers. Health Science Education plays a major role in meeting present and predicted needs for health care

professionals within a health care delivery system characterized by diversity and changing technologies.

CTE ADVANCED STUDIES (H) Prerequisites: Two technical credits in one career pathway.

This culminating course is for juniors and seniors who have earned two technical credits, one of which is a completer course, in one Career

Cluster. The Advanced Studies course must augment the content of the completer course and prepare students for success in transitioning to

postsecondary education and future careers. Students work under the guidance of a teacher with expertise in the content of the completer

course in collaboration with community members, business representatives, and other school-based personnel. The four parts of the course

include writing a research paper, producing a product, developing a portfolio, and delivering a presentation. Students demonstrate their

abilities to use 21st century skills.

DECA (an association for Marketing Education students), Future Business Leaders of America (FBLA), FFA, Family, Career and Community

Leaders of America (FCCLA), SkillsUSA, and Technology Student Association (TSA) competitive events, community service, and leadership


CTE INTERNSHIP (H) Prerequisite: None


Internship placement is based on a student’s career pathway and is designed t o provide additional exposure to the student’s career objective.



CTE COMMUNITY COLLEGE I (H) Prerequisite: None






CTE APPRENTICESHIPS (H) Prerequisite: Two technical credits in one Career Cluster




knowledge.


HEALTH TEAM RELATIONS (H) Prerequisite: None

This course is designed to assist potential health care workers in their role and function as health team members. Topics include terminology,

the history of health care, health care agencies, ethics, legal responsibilities, careers, holistic health, human needs, change, cultural awareness,

communication, medical math, leadership, and career decision-making. English language arts are reinforced. Work-based learning strategies

appropriate for this course include service learning, field trips, and job shadowing. Apprenticeship and cooperative education are not

available for this course. English language arts and social studies are reinforced in this course. Health Occupations Students of America

(HOSA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace

readiness skills to authentic experiences.

HEALTH SCIENCE I (H) Prerequisite: None

This course focuses on human anatomy, physiology and human body diseases and disorders, and biomedical therapies. Students will learn

about health care careers within the context of human body systems. Projects, teamwork, and demonstrations serve as instructional

strategies that reinforce the curriculum content. English language arts and science are reinforced in this course. Work-based learning

strategies appropriate for this course include service learning and job shadowing.

Apprenticeship and cooperative education are not available for this course. Health Occupations Students of America (HOSA) competitive


through authentic experiences. Biology is recommended as preparation for this course.

HEALTH SCIENCE II (H) Prerequisite: Health Science I This course is designed to help students expand their understanding of financing and trends of health care agencies, fundamentals of

wellness, legal and ethical issues, concepts of teamwork, and effective communication. Students will learn health care skills, including

current CPR and first aid training. English language arts and science are reinforced in this course. Work-based learning strategies

appropriate for this course include internship, mentorship, service learning, and job shadowing. Apprenticeship and cooperative education

are not available for this course. Health Occupations Students of America (HOSA) competitive events, community service, and leadership


PHARMACY TECHNICIAN (H) Prerequisite: Health Science II

This course has self-paced, on-line instruction designed to prepare high school seniors for a pharmacy technician career. Topics included in t

his course are federal law, medication used in major body systems, calculations, and pharmacy operations. Mathematics is reinforced in this

course. Work-based learning strategies appropriate for this course include an apprenticeship, cooperative education, internship, or mentorship.

Health Occupations Students of America (HOSA) competitive events, community service, and leadership activities provide the opportunity to

apply essential standards and workplace readiness skills through authentic experiences. This course is accredited by the Accreditation Council

for Pharmacy Education (APCE). Upon successful completion of this course and after graduation, the student is eligible to take the Pharmacy

Technician Certification Board (PTCB) exam.

*Class enrollment limited to 20 to establish a foundation of knowledge critical to the application of patient care skills.

FUNDAMENTALS OF GERONTOLOGY (H) Prerequisite: Health Science II

This course is designed to assist future healthcare professionals to understand of the unique physical and psychological changes related to

aging. Healthcare strategies to meet the needs of the aging population will be addressed. Fundamentals of Gerontology carry NC Division

of Health Services Regulation registry endorsement when certain criteria are met. Students who are listed on the NC Nurse Aide I Registry

and successfully complete Fundamentals of Gerontology will receive an endorsement on the Nurse Aide I listing. Students, who take

Fundamentals of Gerontology and later (within two years) become listed on the NC Nurse Aide I Registry as a Nurse Aide I, may receive

the NAI geriatric endorsement. Work-based learning strategies appropriate for this course include internship, and service learning. HOSA




PUBLIC HEALTH FUNDAMENTALS (H) Prerequisite: Health Science II

This course is designed to assist future healthcare professionals to understand the unique challenges and strategies involved in the delivery of

healthcare outside traditional facilities and without traditional supervision structure. Public Health Fundamentals carries a NC Division of

Health Services Regulation registry endorsement when certain criteria are met. Work-based learning strategies appropriate for this course

include educational field trips. Public Health Allied Professional guest presenters will contribute to the class by assisting students to

understand current trends and fundamentals of various types of public health work. HOSA competitive events, community service, and

leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences. Nurse

Aide training in AHSII or Nursing Fundamentals is recommended as good preparation for this course. However, this course can be taken

before or after nurse aide training.

HEALTH AND PHYSICAL EDUCATION

Physical Education at the high school level seeks to reflect individual needs and interests. It emphasizes physical fitness and the acquisition

of lifetime recreational activities. The program also emphasizes basic safety procedures in all daily activities and gives increased emphasis to

traffic safety.

Health, Physical Education and Safety is a graduation requirement. The advanced physical education courses are electives. They offer a

variety of team and individual sports, with emphasis on strength training. Dressing out in gym uniforms and participating in class activities

is a requirement in all physical education courses.

HEALTH, PHYSICAL EDUCATION AND SAFETY (H, L, M, U) Prerequisite: None

Health, Physical Education, and Safety is a state requirement for graduation and is offered to all freshmen. Students study the basics of

personal health, hygiene, and anatomy, and the fundamental skills and rules of a variety of sports. The Presidential Fitness Test serves as

a standard for evaluating overall fitness.

HEALTH, PHYSICAL EDUCATION AND SAFETY (BOYS) (L, U) Prerequisite: None




HEALTH, PHYSICAL EDUCATION AND SAFETY (GIRLS) (L, U) Prerequisite: None




ADVANCED PHYSICAL EDUCATION (BOYS) (9-12) (H, L, M, U) ADVANCED PHYSICAL EDUCATION (GIRLS) (9-12) (H, L, M, U) Prerequisite: Health, Physical Education, and Safety

The focus on this course is on weight lifting, physical fitness, and recreational sports. The course emphasizes a student-centered program of

instruction, allowing for competition against one’s self rather than just competition to win between competitors.

PHYSICAL FITNESS (BOYS) (L) PHYSICAL FITNESS (GIRLS) (L) Prerequisites: Health, Physical Education, and Safety

This a second level physical education course with an emphasis on aerobic conditioning, agility, and weight training. A variety of

individual and group activities help the student become more physically fit. The course involves rigorous exercise, flexibility, and

muscular development activities and should be attempted by students who desire to be challenged physically.


MARKETING AND ENTREPRENEURSHIP EDUCATION

Marketing and Entrepreneurship Education provides opportunities for students to apply problem solving and analytical skills. Students are

prepared for advancement in marketing, management, and entrepreneurship careers.

CTE ADVANCED STUDIES (H, L, M, U) Prerequisite: Two technical credits in one Career Cluster and one of which must be a completer course










CTE INTERNSHIP (M) Prerequisite: None





CTE COMMUNITY COLLEGE I (M) Prerequisite: None



CTE COMMUNITY COLLEGE II (M) Prerequisite: None



CTE APPRENTICESHIPS (M) Prerequisite: Two technical credits in one Career Cluster




knowledge.

ENTREPRENEURSHIP I (H, L, M) Prerequisite: Marketing or Personal Finance or Principles of Business and Finance

In this course students evaluate the concepts of going into business for themselves and working for or operating a small business. Emphasis is

on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to

resources for starting a small business. Students develop components of a business plan and evaluate start-up requirements. English language

arts and social studies are reinforced. Work- based learning strategies appropriate include cooperative education, entrepreneurship, internship,

mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship is not available for this course. DECA (an

association for Marketing Education students) and Future Business Leaders of America (FBLA), competitive events, community service, and



ENTREPRENEURSHIP II (H, L) Prerequisite: Entrepreneurship I

In this course students develop an understanding of pertinent decisions to be made after obtaining financing to open a small business. Students acquire an in-depth understanding of business 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 cooperative education, entrepreneurship, internship, mentorship, school-based enterprise,

service learning, and job shadowing. Apprenticeship is not available for this course. DECA (an association for Marketing Education students)

and Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities provide the opportunity to


MARKETING (M) Prerequisite: None

In this course, students develop an understanding of the processes involved from the creation to the consumption of products/services.

Students develop an understanding and skills in the areas of distribution, marketing-information management, market planning, pricing,

product/service management, promotion, and selling. Students develop an understanding of marketing functions applications and impact on

business operations. Mathematics and social studies are reinforced. Work-based learning strategies appropriate include cooperative

education, entrepreneurship, internship, mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship is not

available for this course. DECA (an association for Marketing Education students) competitive events, community service, and leadership


SPORTS AND ENTERTAINMENT MARKETING I (M) Prerequisite: None

In this course, students are introduced to the industry of sports, entertainment, and event marketing. Students acquire transferable knowledge

and skills among related industries for planning sports, entertainment, and event marketing. Topics included are branding, licensing, and

naming rights; business foundations; concessions and on-site merchandising; economic foundations; human relations; and safety and security.

Mathematics and social studies are reinforced. Work-based learning strategies appropriate include cooperative education, entrepreneurship,

internship, mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship is not available for this course. DECA

(an association for Marketing Education students) competitive events, community service, and leadership activities provide the opportunity to


SPORTS AND ENTERTAINMENT MARKETING II (M) Prerequisite: Sports and Entertainment Marketing I In this course, students acquire an understanding of sports, entertainment, and event marketing. Emphasis is on business management,

career development, client relations, contracts, ethics, event management, facilities management, legal issues, and sponsorships.

Mathematics and social studies are reinforced. Work-based learning strategies appropriate include cooperative education, entrepreneurship,

internship, mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship is not available for this course.

DECA (an association for Marketing Education students) competitive events, community service, and leadership activities provide the


FASHION MERCHANDISING (U) Prerequisite: None

In this course students are introduced to the fashion and merchandising industries. Students acquire transferable knowledge and skills

among the concepts of the business of fashion, fashion promotion events, the evolution and movement of fashion, the fashion industry,

career development, merchandising of fashion, and the selling of fashion. Mathematics and science are reinforced. Work-based learning

strategies appropriate include cooperative education, entrepreneurship, internship, mentorship, school-based enterprise, service learning,

and job shadowing. Apprenticeship is not available for this course. DECA (an association for Marketing Education students) and Family,

Career and Community Leaders of America (FCCLA) competitive events, community service, and leadership activities provide the



PERSONAL FINANCE (M) Prerequisite: None

This course prepares students to understand economic activities and challenges of individuals and families, the role of lifestyle goals in

education and career choices, procedures in a successful job search, financial forms used in independent living, and shopping options and

practices for meeting consumer needs. The course also prepares students to understand consumer rights, responsibilities, and information,

protect personal and family resources, and apply procedures for managing personal finances. English language arts and mathematics are

reinforced. Work- based learning strategies appropriate for this course include mentorship, school-based enterprise, service learning, and job

shadowing. Apprenticeship and cooperative education are not available for this course. DECA (an association for Marketing Education

students), Future Business Leaders of America (FBLA) and Family, Career and Community Leaders of America (FCCLA) competitive



MATHEMATICS

The mathematics program offers a curriculum sufficiently broad in scope to help prepare students for many different careers and vocations.

Some of the curriculum content will be immediately useful to students in their roles as consumers and as part-time employees, and some of

the curriculum content will enable students to study higher- level mathematics.

FOUNDATIONS OF MATHEMATICS (H, L, M, U) Prerequisite: None This course builds a foundation for Math I and students will receive 1 elective credit. The emphasis in this course is on a gradual, thorough

approach to the elementary concepts of algebra. Students who complete this course will take Math I.

MATH I (H, L, M, U) Prerequisite: Teacher recommendation suggested

Math I builds a foundation for more advanced mathematics courses and creating students that are career and college ready. Topics of study

include algebra, geometry, statistics and probability, functions, and modeling of mathematical concepts. Students are provided the

opportunity to learn mathematics through a real world problem based learning approach. Emphasis is placed on the eight mathematical

practices that support expertise in mathematics for all students.

MATH II (H, L, M, U) Prerequisite: Math I (Algebra I) * This course may be taught in the applied format.

Math II offers students an intermediate study of mathematics that support more advanced mathematic courses. The curriculum supports

students in becoming career and college ready. Topics of study include an intermediate study of algebra, geometry, statistics and probability,

functions, and modeling of mathematical concepts. Students are provided the opportunity to learn mathematics through a real world

problem based learning approach. Emphasis is placed on the eight mathematical practices that support expertise in mathematics for all

students

MATH III (H, L, M, U) Prerequisites: Math I & II

Math III offers students an advanced study of mathematics that supports students in becoming career and college ready. Topics of study

include an intermediate study of advanced algebra, geometry, statistics and probability, functions, and modeling of mathematical concepts.

Students are provided the opportunity to learn mathematics through a real world problem based learning approach. Emphasis is placed on

the eight mathematical practices that support expertise in mathematics for all students


ESSENTIALS OF COLLEGE MATH (SREB) (H, L, M, U) Prerequisites: Math I, II & III

The Math Ready course focuses on the key readiness standards from the Common Core as well as the eight Standards of Mathematical

Practices needed for students to be ready to undertake postsecondary academic or career preparation in non-STEM fields or majors. The

course addresses standards throughout high school and even earlier, including Algebra I, statistics and geometry, and the Algebra II standards

agreed to as essential college- and career-readiness standards for most students. The full range of content standards found in Algebra II is not

addressed because some are not seen as essential college- and career-readiness standards for non-STEM math courses. The math course

consists of seven mandatory modules: algebraic expressions, equations, measurement and proportional reasoning, linear functions, linear

systems of equations, quadratic functions, exponential functions and summarizing and interpreting statistical data (optional). While this course

covers the basics in math practices and reviews the procedural steps needed to be successful in math, it is designed to be taught in a new,

engaging way based heavily on conceptual teaching and learning. Each unit includes a “hook” at the beginning to engage students and pre-

assess prior math experiences and understandings. The hook is followed by several days of tasks that developed deeply into math found in the

Standards for Mathematical Practice and the lead headers of the Common Core focus, coherence and rigor. Each unit also includes a formative

assessment lesson at just over the two-thirds mark, allowing the teacher to adapt instruction and learning during the remaining one-third of the

unit.

INTRODUCTION TO COLLEGE MATHEMATICS (ICM) (M)

Prerequisite(s): Honors Pre-Calculus

The ICM curriculum includes data analysis; applications of functions, matrices, and a continuation of trigonometry; vectors, limits and their ap

plications; basic derivatives and statistics. Applications and modeling are integrated throughout the ICM course of study.

Appropriate technology, from manipulatives to calculators and application software, is used for instruction and assessments. This course is

a preparation for students who will enter college and likely take a College Algebra course.

HONORS PRE-CALCULUS (H, L, M, U) Prerequisites: Math I, II & III, “A” or “B” average in previous math class, and teacher recommendation

Pre-Calculus develops the student’s understanding of the concepts of calculus (functions, graphs, limits, derivatives and integrals) and

provides experience with its methods and applications. The course encourages the geometric, numerical, analytical, and verbal expression

of concepts, results, and problems. Appropriate technology, from manipulatives to calculators and application software, should be used

regularly for instruction and assessment. Students are required to complete advanced assignments. The state weighting system adds one

quality point to the grade earned.

AP CALCULUS AB (H, M) Prerequisites: Math I, II, III, & Pre-Calculus “A” or “B” average in previous math class and teacher recommendation

The purpose of this course is to provide the student with a strong foundation in the four major concepts of calculus: limits, derivatives,

indefinite integrals and definite integrals developed using numerical, graphical and analytic/algebraic techniques. The students will be

required to communicate their understanding of these topics in both verbal and written form.

All conceptual development of topics is reinforced via the use of the TI-84 graphing calculator. Calculator explorations of these topics will

require the student to clearly communicate the mathematical connections and results in support of the problem solution.

AP STATISTICS (H) Prerequisite: Teacher recommendation suggested

The purpose of the AP course in statistics is to introduce students to the major concepts and tools for collecting, analyzing and drawing

conclusions from data. Students are exposed to four broad conceptual themes:

• Exploring Data: Describing patterns and departures from patterns

• Sampling and Experimentation: Planning and conducting a study

• Anticipating Patterns: Exploring random phenomena using probability and simulation

• Statistical Inference: Estimating population parameters and testing hypotheses


CALCULUS HONORS (H, M) Prerequisite: Honors Pre-Calculus, teacher recommendation

The purpose of this course is to provide the student with an introduction to the major concepts of calculus: limits, derivatives, indefinite

integrals, and definite integrals. Applications of these major concepts will also be covered. Each of these ideas will be developed using

numerical, graphical and analytic/algebraic techniques. The course is designed to prepare the student for further study of calculus at the

college level.

ADVANCED FUNCTIONS AND MODELING (H, L, M, U) Prerequisite: Math III

Advanced Functions and Modeling provides students an in-depth study of modeling and applying functions. Homework, recreation,

consumer issues, public policy, and scientific investigations are just a few of the areas from which applications should originate.

Appropriate technology, from manipulatives to calculators and application software, should be used regularly for instruction and assessment.

• Describe phenomena as functions graphically, algebraically, and verbally; identify independent and dependent quantities, domain,

and range, and input/output.

• Translate among graphic, algebraic, numeric, tabular, and verbal representations of relations.

• Define and use linear, quadratic, cubic, and exponential functions to model and solve problems.

• Use systems of two or more equations or inequalities to solve problems.

• Use the trigonometric ratios to model and solve problems.

• Use logic and deductive reasoning to draw conclusions and solve problems.

MILITARY SCIENCE

JROTC is designed to teach high school students the value of citizenship, leadership, service to the community and nation, personal

responsibility, and a sense of accomplishment, while instilling in them self-esteem, teamwork, and self-discipline. Its focus is reflected in

its mission statement, “To motivate young people to be better citizens.” It prepares high school students for responsible leadership roles

while making them aware of the rights, responsibilities, and privileges of American citizens. The program is a stimulus for promoting

graduation from high school, and it provides instruction and rewarding opportunities that will benefit the student, community, and nation.

ARMY JROTC I (LET-I) (L, U) Prerequisite: None

Introductory level instruction features subjects that are necessary for a cadet to function effectively and develop as a member of the High

School Student body and the AJROTC Battalion. Subjects included are Citizenship in Action;

Leadership Theory and Application/Drill, Foundations for Success, Leadership Application, and Cadet Challenge physical fitness program,

Service Learning and Community Service.

ARMT JROTC I (LET-II) (L, U) Prerequisite: Army JROTC (LET I)

Intermediate instruction designed to motivate the LET II cadet by providing more demanding leadership roles at team level projects

included are: Wellness, Fitness and First Aid; Geography, Map Skills and Environmental Awareness; Citizenship in American History and

Government; Leadership Application; Cadet Challenge Physical Fitness program; Service Learning and Community Service.

ARMY JROTC II (LET-III) (L, U) Prerequisite: Army JROTC II (LET II)

LET III is designed to provide the necessary training and motivation for the third year cadet to be an effective leader at squad and platoon

level. Subjects included are: Citizenship in Action; Leadership Theory and Application/drill; Foundations for Success; Citizenship in

American History and Government; Leadership Application; Cadet Challenge physical fitness program; Service Learning and Community

Service.


ARMY JROTC III (LET-IV) (L, U) Prerequisite: Army JROTC III (LET III)

LET IV is the culmination of the previous three LET Levels of JROTC instruction. Primary emphasis is on the practical application of the

cadet’s leadership skills based on his/her assigned duty position within the High School’s JROTC Battalion. Most LET IV cadets will serve in

Platoon Leader, Platoon Sergeant, Squad Leader, and Assistant Squad Leader positions. Subjects included are: Citizenship in Action;

Leadership Theory and Application/drill. Foundations for Success; Mandatory options which include College Credit Courses, Citizenship

projects, History Projects, Teaching lower level Cadets and taking honors credit courses; Leadership Application; Cadet Challenge physical

fitness program; Service Learning and Community Service.

ARMY JROTC III (LET-V) (L, U) Prerequisite: Army JROTC III (LET IV)

LET V is the culmination of the previous four LET Levels of JROTC instruction. Primary emphasis is on the practical application of the

cadet’s leadership skills based on his/her assigned duty position within the High School’s JROTC Battalion. Most LET cadets will serve in

Platoon Leader, Company Commander and Platoon Sergeant positions. Subjects included are: Citizenship in Action; Leadership Theory and

Application/drill; Foundations for Success; Mandatory options which include College Credit Courses, Citizenship projects, History Projects,

Teaching lower level Cadets and taking honors credit courses; Leadership Application; Cadet Challenge Physical Fitness program; Service

Learning and Community Service.

ARMY JROTC III (LET-VI) (L, U) Prerequisite: Army JROTC II (LET V)

LET VI is the culmination of the previous five LET Levels of JROTC instruction. Primary emphasis is on the practical application of the


Command and Staff, Platoon Leader, and Platoon Sergeant positions. Subjects included are: Citizenship in Action; Leadership Theory and


Teaching lower level Cadets and taking honors credit courses; Leadership Application; Cadet Challenge physical fitness program; Service


ARMY JROTC IV (LET-VII) (L, U) Prerequisite: Army JROTC III (LET VI)

LET VII is the culmination of the previous six LET Levels of JROTC instruction. Primary emphasis is on the

practical application of the cadet’s leadership skills based on his/her assigned duty position within the High School’s JROTC Battalion. Most

LET cadets will serve in Command and Staff, Platoon Leader, and Platoon Sergeant positions. Subjects included are: Citizenship in Action;

Leadership Theory and Application/drill; Foundations for Success; Mandatory options which include College Credit Courses, Citizenship

projects, History Projects, Teaching lower level Cadets and taking honors credit courses; Leadership Application; Cadet Challenge physical

fitness program; Service Learning and Community Service.

ARMY JROTC IV (LET-VIII) (L, U) Prerequisite: Army JROTC III (LET VII)

LET VIII is the culmination of the previous seven LET Levels of JROTC instruction. Primary emphasis is on the practical application of the


Command and Staff, Platoon Leader, and Platoon Sergeant positions. Subjects included are: Citizenship in Action; Leadership Theory and


Teaching lower level Cadets and taking honors credit courses; Leadership Application; Cadet Challenge physical fitness program; Service


ARMY JROTC CADET LEADERSHIP CHALLENGE (JCLC) (L, U) Prerequisite: Selection is based on high grades, leadership effectiveness, leadership potential, and concurrence of school faculty Course Credit:

.5 units

The objectives of JCLC are to provide cadets an opportunity to practice leadership skills in an unfamiliar environment; to allow cadets a

chance to participate in citizenship building exercises; to give cadets the opportunity to experience living and interacting with their peers from

other units in a military setting; to instruct leadership-type skills to JROTC cadets in “hands on” military environment; to provide an

opportunity to participate in adventure training not normally available to cadets; to take advantage of recreational facilities available at

military installations and to have fun.


OCCUPATIONAL EDUCATION

ENGLISH I (H, L, M, U) Prerequisite: NC Placement Procedure

Students in Occupational English I explore and examine a variety of communication modes and the importance each plays in daily living and

employment settings. They apply reading and writing skills to interpret and express factual, functional information. They use oral language

skills to communication effectively in both formal situations.

ENGLISH II (H, L, M, U) Prerequisites: NC Placement Procedures, Occupational English I

Students in Occupational English II analyze and employ effective communication skills in both daily living and employment settings. They

use standard rules of convention and syntax to give and request information. They read and comprehend a variety of functional text.

ENGLISH III (H, L, M, U) Prerequisites: NC Placement Procedures, Occupational English I & II

Students in Occupational English III read, write, and orally express information required in a variety of daily living and employment

settings. They identify main concepts and supporting information from printed material. They examine the speaking skills accepted in a

variety of settings and demonstrate effective oral communication in each.

ENGLISH IV (H, L, M, U) Prerequisites: NC Placement Procedures, Occupational English I, II, & III

Student in Occupational English IV integrate oral, written, and visual skills to communicate effectively in a variety of daily living and

employment situations. They use written communication for explanatory, argumentative, self- advocacy, and social purposes. They employ

visual communication skills to locate and research information.

INTRODUCTIONS TO MATHEMATICS (H, L, M, U) Prerequisite: NC Placement Procedure

Occupational Mathematics I continues the study of: a) Computation: reading, writing, counting, and the mathematical skills using whole

numbers, decimals, fractions and percent; b) Financial Management: recognizing and identifying basic financial information; c) Time and

Measurement; d) Independent Living; and e) Technology. Students will acquire these skills through hands-on approaches and cooperative

learning within the classroom and community. Application of these skills is necessary for independent living and successful employment.

MATHEMATICS I (H, L, M, U) Prerequisites: NC Placement Procedure, Occupational Mathematics I

Math A continues from Occupational Mathematics I the study of the computation and the application of these skills for independent living

and successful employment. More emphasis is placed on the application and problem-solving in the areas of financial management, reading

and interpreting schedule, time and measurement, and independent living using technology, hands-on approaches and cooperative learning.

FINANCIAL MANAGEMENT (H, L, M, U) Prerequisites: NC Placement Procedure, Math A Algebra

Occupational Financial Management emphasizes the application of skills previously learned. In this course, students demonstrate application of the

skills in the community and places of employment.

APPLIED SCIENCE (H, L, M, U) Prerequisite: NC Placement Procedure

This course is designed to provide students with the knowledge necessary to practice safety in all areas of life and maintain a healthy lifestyle.

Students will also receive instruction in the provision of first aid and accessing medical care. Students will have opportunities to apply skills in the

area of healthy living and safety to various situations within the home, community, and workplace.


BIOLOGY (H, L, M, U) Prerequisites: NC Placement Procedures, Occupational Applied Science I

Students will develop basic, functional knowledge of science concepts in the area of earth science, environmental science, and physical

science. Students will also develop skills in the area of healthy relationships. Students will have the opportunity to apply the science-

based concepts to daily living situations at home, in the community, and the workplace.

PREPARATION I (H, L, M, U) Prerequisite: NC Placement Procedures

This course is designed to introduce students to the fundamental attitudes, behaviors, and habits needed to obtain and maintain

employment in their career advancements. Students will participate in school-based learning activities including work ethic development,

job-seeking skills, decision-making skills, and self-management. Students will be on-campus in vocational training activities such as school

factories, work-based enterprises, hands-on vocational training in Career and Technical Education courses, and the operation of small

business. Formal career planning and development of knowledge regarding transition planning begins in this course and continues

throughout the strands of Occupational courses.

PREPARATION II (H, L, M, U)

Prerequisite: NC Placement Procedures







PREPARATION III (H, L, M, U) Prerequisite: NC Placement Procedures, Occupational Preparation IIB







PREPARATION IV (H, L, M, U) Prerequisites: NC Placement Procedures, Occupational Preparation I, II, & III

This course give students the opportunity to synthesize all the skills acquired in previous Occupational Preparation courses and determine

their applicability to their personal career choice. This course will allow students to solve work-related problems experienced in

competitive employment, practice self-advocacy, and master the theoretical and practical aspects of their career choice. Students will

complete 400 hours of integrated competitive employment in a community setting required for successful completion of the Occupational

Course of Study. Students will also develop job placement portfolio that provides an educational and vocational record of their high school

experience.

AMERICAN HISTORY I (H, L, M, U) Prerequisite: NC Placement Procedure

There will be two required United States History courses at the high school level. American History Course I will begin with the European

exploration of the new world through Reconstruction. Students will examine the historical and intellectual origins of the United States from

European exploration and colonial settlement to the Revolutionary and Constitutional eras. Students will learn about the important political

and economic factors that contributed to the development of colonial America and the outbreak of the American Revolution as well as the

consequences of the Revolution, including the writing and key ideas of the U.S. Constitution. American History Course I will guide students

as they study the establishment of political parties, America’s westward expansion, the growth of sectional conflict, how that sectional

conflict led to the Civil War, and the consequences of the Civil War including Reconstruction.


AMERICAN HISTORY II (H, L, M, U) Prerequisite: NC Placement Procedure

American History Course II will guide students from the late nineteenth century time period through the early 21st century. Students will

examine the political, economic, social and cultural development of the United States from the end of the Reconstruction era to present

times. The essential standards of American History Course II will change in the ethnic composition of American society; the movement

toward equal rights for racial minorities and women; and the role of the United States as a major world power. An emphasis is placed on

the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state.

The desired outcome of this course is for students to develop an understanding the cause-and-effect relationship between past and

present events, recognize patterns of interactions, and understand the impact of events on in the United States in an interconnected

world.

CURRICULUM ASSISTANCE (H, L, M, U) Prerequisite: NC Placement Procedure

This course is available to all students with an Individualized Education Plan who require tutorial assistance with regular core content

courses while in pursuit of a regular high school diploma.

CAREER TRAINING (H, L, M, U) Prerequisite: NC Placement Procedure

This course is available to any student with an Individual Education Plan who is following the Occupational Course of Study. This course

allows the OCS student an additional opportunity to earn hours required to meet the School Based Training, Community Based Training, or

Paid Employment components of the Occupational Course of Study.

SCIENCE

The science curriculum lends itself to the development of thinking and reasoning ability, a major goal in all subject areas. The curriculum

emphasizes rational thought processes through active participation in scientific methods to help students cope with a rapidly changing

scientific and technological world. Three science units, including a physical science, earth/environmental science, and biology are required

for graduation.

PHYSICAL SCIENCE (H, L, M, U) Prerequisite: Math I

This course establishes a pace of study in the science program for college-or career-bound students. It introduces the basic theories of

chemistry and physics and provides a foundation for further study. Experiments and demonstrations provide hands-on activities to further

understandings. Major topics included in the course are forces and motion, matter and energy.

BIOLOGY (H, L, M, U) Prerequisite: Environmental Science

This course challenges the college or career bound through in-depth study of life. Major topics included in the course are structures and

functions of living organism, ecosystems, evolution and genetics, and molecular biology. Students also gain laboratory experience through

hands-on activities.

BIOLOGY II (H) Prerequisite: Biology Recommended: Chemistry, Math II

This course challenges the college or career bound student through providing an in-depth study of the principles of biology including plant

and animal anatomy, physiology, morphology, virology, bacteriology, taxonomy, and ecology. This course prepares students to take the AP

Exam.

HONORS BIOLOGY II (2ND YEAR) (M) Prerequisite: Biology Recommended: Chemistry, Math II

This course challenges the college or career bound student through providing an in-depth study of the principles of biology including plant

and animal anatomy, physiology, morphology, virology, bacteriology, taxonomy, and ecology. This course prepares students to take the AP

Exam.


MICROBIOLOGY (U) Prerequisite: Biology

The course is designed to convey general concepts, methods, and applications of microbiology. The role of microorganisms in the

environment and in human disease is discussed. Topics include: immunology, bacteriology, virology, and mycology; the morphology,

biochemistry, and physiology of microorganisms including bacteria, viruses, and fungi; the diseases caused by these microorganisms and

their treatments, and the immunologic, pathologic, and epidemiological factors associated with diseases. Laboratory portion of the course

provides first hand experiences that inform, illustrate, expand, and reinforce major concepts discussed in lecture.

AP BIOLOGY (M, U) Recommended: Honors Biology

AP Biology course addresses this challenge by shifting from a traditional “content coverage” model of instruction to one that focuses on

enduring, conceptual understandings and the content that supports them. This approach will enable students to spend less time on factual recall

and more time on inquiry-based learning of essential concepts, and will help them develop the reasoning skills necessary to engage in the

science practices used throughout their study of AP Biology.

HONORS ANATOMY AND PHYSIOLOGY (L, M) Prerequisite: Honors Biology Recommended: Honors Chemistry

This course is intended for college bound students who are interested in the structure and function of the human body. Considerable time is

devoted to lecture, clinical, practical and laboratory applications. Students will explore areas such as the integumentary, skeletal, muscular,

nervous, and cardiovascular systems. Dissection and anatomy labs are provided in the course. Honors Anatomy and Physiology is

recommended for any college bound student, especially those interested in a medical or science related field. The state weighting systems

add one quality point to the grade earned.

CHEMISTRY (H, L, M, U) Prerequisites: Math I, Math II, and Biology. (Physical Science may be required at individual high schools.) Recommended: Math II (May be concurrent)

This course focuses on structure of atoms, properties of matter, chemical reactions, conservation of energy and interactions of energy

and matter. The laboratory work includes both qualitative and quantitative experiments.

HONORS PHYSICS (H, L, M) Prerequisites: Math I and II Recommended: Physical Science and/or Chemistry and/or Pre-Calculus

This course serves as a foundation for more challenging and advanced study that enriches key topics and broadens the student’s view of the

larger physics community including current research. Substantial class time should be devoted to student-directed exploration and

experimentation in the areas of forces and motion, conservation and transfer of energy, and interactions of energy and matter. Honors

students are expected to: design and carry out several independent investigations of physical questions, read and report on recent research

in physics, and demonstrate a more in-depth conceptual understanding of objectives.

EARTH/ENVIRONMENTAL SCIENCE (H, L, M, U) Prerequisites:

The Earth/Environmental Science curriculum focuses on the function of Earth's systems. Emphasis is placed on matter, energy, plate

tectonics, origin and evolution of the earth and solar system, environmental awareness, materials availability, and the cycles that circulate

energy and material through the earth system. This section introduces teachers to the program strands and unifying concepts. During

instruction, these concepts should be woven through the content goals and objectives of the course. Supplemental materials providing a

more detailed explanation of the goals, objectives, and strands, with specific recommendations for classroom and/or laboratory

implementation are available through the Department of Public Instruction's Publications Section.

AP ENVIRONMENTAL SCIENCE (H) Prerequisite: Math I, Biology, and Physical Science

The goal of the AP Environmental Science course is to provide students with the scientific principles, concepts, and methodologies required

to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to

evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them.


FORENSICS AND BIOTECHNOLOGY (M, L) Prerequisite: Biology

Students will learn the methodology needed to evaluate a crime scene, the proper lab mechanics needed to evaluate evidence, and how to

compare between the known and unknown. Students will learn how DNA, fingerprinting, trace evidence and other forensic tests can be

used to solve a crime. The learning strategies used include lecture, labs, research, activities, and videos. This is a lab-based course that

requires students to submit formal laboratory reports. Deductive and critical think skills will be used to solve crime scenes.

SCIENTIFIC AND TECHNICAL VISUALIZATION I (L)

Prerequisite: None

This state-of-the-art course introduces students to the use of complex graphic tools. Emphasis is placed on the use of these tools to understand

better technical, mathematical and/or scientific concepts. Emphasis is placed on the use of complex graphic tools to better understand a given

mathematics, and/or scientific concept. Visualization activities may include graphics of mathematical models, molecular structures,

topographical maps, stratospheric and climate models, and statistical analysis. Computer, communication, mathematics, and science concepts

are reinforced in this course. Job shadowing is an appropriate work-based learning strategy for this course. Hands-on work experiences and

SkillsUSA leadership activities provide many opportunities to enhance classroom instruction and career development.

SCIENTIFIC AND TECHNICAL VISUALIZATION II (L)

Prerequisite: Scientific and Technical Visualization I

This course provides students with advanced skills in the use of complex visualization tools for the study of mathematical and/or sciences

concepts. Students design and develop increasingly complex data and concept driven visualization models. Focusing on scientific and

technical concepts, students learn how to communicate and analyze phenomena using statistical, graphic, and conceptual visualization computer

applications. Communication, computer, technical, mathematics, and science skills are reinforced in this course. Work-based learning

strategies appropriate for this course are apprenticeship, internships, and cooperative education. Hands-on work experiences and SkillsUSA

leadership activities provide many opportunities to enhance classroom instruction and career development.

SOCIAL STUDIES

As outlined in the North Carolina Essential Standards, the social studies program includes courses in government and economics, world

studies, and American History (United States history). These courses help students to analyze and evaluate economic, social, and political

problems and policies, to gain historical perspective, to become better informed and more competent in using information about national and

world affairs, and to gain a basic understanding of the American system of private enterprise. Civics and Economic, American History

(United States History) and World History are requirements for graduation.

American History I: The Founding Principles - There are two required American History courses at the high school level. American History

I: The Founding Principles will begin with the European exploration of the new world through Reconstruction. American History II: The

Founding Principles will guide students from the late nineteenth century time period through the early 21st century. Students will examine

the political, economic, social, and cultural development of the United States from the end of the Reconstruction era to present times.

AMERICAN HISTORY I(H, L, M, U) Prerequisite: World History The essential standards of American History I: The Founding Principles will guide students as they study the establishment of political

parties, America’s westward expansion, the growth of sectional conflict, how that sectional conflict led to the Civil War, and the consequences

of the Civil War, including Reconstruction.

AMERICAN HISTORY II (H, L, M, U) Prerequisite: American History I

The essential standards of American History II: The Founding Principles will trace the change in the ethnic composition of American

society; the movement toward equal rights for racial minorities and women; and the role of the United States as a major world power. An

emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the

individual and the state. The desired outcome of this course is for students to develop an understanding of the cause-and-effect relationship

between past and present events, to recognize patterns of interactions, and understand the impact of events on in the United States in an

interconnected world.


WORLD HISTORY (H, L, M, U) Prerequisite: None

Students taking this course will study major turning points that shaped the modern world. Students coming to this course are expected to have

a firm foundation in the themes and tools of geography and early, ancient, and classical civilizations from their K-8 experience. Written

conceptually, standards for this course have been developed with an historical approach, which should be at the center of any local World

History curriculum. The standards of this course are grouped in a way that reflects accepted periodization by historians. In order to write a set

of standards that can be reasonably taught and learned with some depth within the time available, topics have been selected around a basic

core of chronologically organized history and social science knowledge.

AMERICAN HISTORY: THE FOUNDING PRINCIPLES, CIVICS, AND ECONOMICS (H, L, M, U) Prerequisite: World History

Students learn the structure of federal, state, and local governments and how they influence our lives on a daily basis. Students will explore

how the national economy works and how they, as consumers, have an impact in a free enterprise system. Students will acquire the skills and

knowledge necessary to become responsible and effective citizens in an interdependent world. Students will gain a practical understanding of

these systems of civics and economics that affect their lives as consumers and citizens.

AP US HISTORY (H, M) Prerequisite: Honors World History or teacher recommendation

Advanced Placement United States History is designed to provide students with the analytical skills and factual knowledge necessary to

deal critically with the problems and materials in United States History. Students will analyze historical material, synthesize their own

ideas, and evaluate those of others. The AP United States History course will develop the skills necessary to arrive at conclusions on the basis

of an informed judgment and to present reasons and evidence clearly and persuasively in essay format.

AP US GOVERNMENT AND POLITICS (M) Prerequisite: World History, American History, Honors Civics and Economics

Advanced Placement U.S. Government and Politics will provide students an intellectual foundation for observing, analyzing, and

understanding national politics in the United States. Using primary and secondary source documents, as well as analysis of specific

examples, students will examine and evaluate the institutions of American government, political parties and elections, mass media, political

behavior, public policies, and the development of individual rights and liberties and their impact on citizens. The content of this course is

the equivalent to that of an introductory college course in U.S. government and politics.

WORLD GEOGRAPHY (U)

Prerequisite: None

This geography course will emphasize the increasing interconnectedness of Earth’s people due to globalization, as well as, the notion of

“spatial variation”—how and why things differ from place to place both physically and culturally on the earth’s surface. Globalization is the

ongoing process of increasing interconnectedness and interdependence among humankind. While its origins are debatable, this process has

been significantly amplified with the onset of new communication technologies that have improved economic, political, social, cultural,

historic, and geographic connections among individuals, groups, and nations. The mounting flow of goods, services, finances, ideas, and

people across national and international borders has created a world ever more devoid of physical and political boundaries and dependent upon

empathy and collaboration. Since the consequences of the process are not predetermined, an awareness of the positive or negative possibilities

of these connections is paramount to individual improvement and the advancement of humanity."

TURNING POINTS In AMERICAN HISTORY COURSE (H) Prerequisite: World History

This course emphasizes, in greater depth, 10-15 turning points in American History. These turning points “hinges” on events in U.S.

history, caused by, and subsequently contributing to, major social, cultural, political, and/or economic events. It is meant to be a

historiography course.

THE COLD WAR (M, U) Prerequisite: World History

Our current world-its people and societies- in many ways is a product of the Cold War. This course is meant to focus on the relevant lessons

of the Cold War, which would help promote informed judgments by contemporary U.S. citizens.


TECHNOLOGY ENGINEERING AND DESIGN

The Technology Engineering and Design program is designed to provide middle and high school students essential and enduring 21st

century skills. Technology Engineering and Design is a STEM (Science, Technology, Engineering, and Math) program that uses the arts,

engineering, languages, technologies, AND sciences to understand, communicate, and design.

CTE ADVANCED STUDIES (H, M, U) Prerequisite: Two technical credits in one Career Cluster and one of which must be a completer course










CTE INTERNSHIP (H, M, U) Prerequisite: None





CTE COMMUNITY COLLEGE I (H, M, U) Prerequisite: None



CTE COMMUNITY COLLEGE II (H, M, U) Prerequisite: None



CTE APPRENTICESHIPS (H, M, U) Prerequisite: Two technical credits in one Career Cluster




knowledge.


TECHNOLOGY, ENGINEERING, AND DESIGN (H, M, U)

Prerequisite: None

This course focuses on the nature and core concepts of technology, engineering, and design. Through engaging activities and hands-on

project-based activities, students are introduced to the following concepts: elements and principles of design, basic engineering, problem

solving, and teaming. Students apply research and development skills and produce physical and virtual models. Activities are structured to

integrate physical and social sciences, mathematics, English language arts, and art. Work-based learning strategies appropriate for this course

include mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship and cooperative education are not available

for this course. Technology Student Association (TSA) competitive events, community service, and leadership activities provide the


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

GAME ART AND DESIGN (U) Prerequisite: TS21 Scientific and Technical Visualization I

This course introduces students to techniques used in the electronic game industry. Students will focus on the principles used in game design

including mathematical and virtual modeling. Emphasis is placed on areas related to art, history, ethics, plot development, storyboarding,

programming, 2D visual theory, and interactive play technologies. Students develop physical and virtual games using hands-on experiences

and a variety of software. Art, English language arts, mathematics and science are reinforced. Work-based learning strategies appropriate for

this course include mentorship, school-based enterprise, service learning, and job shadowing. Cooperative education is not available for this

course. Apprenticeship is not available for this course. Technology Student Association (TSA) competitive events, community service, and



TECHNOLOGICAL DESIGN (H, M, U) Prerequisite: Technology Engineering and Design

This course continues to apply the skills, concepts, and principles of design. The design fields of graphics, industrial design, and architecture

receive major emphasis. Engineering content and professional practices are presented through practical application. Working in design teams,

students apply technology, science, and mathematics concepts and skills to solve engineering and design problems. Students research,

develop, test, and analyze engineering designs using criteria such as design effectiveness, public safety, human factors, and ethics. Art,

English language arts, mathematics, and science are reinforced. Work-based learning strategies appropriate for this course include

mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship and cooperative education are not available for this

course. Technology Student Association (TSA) competitive events, community service, and leadership activities provide the opportunity to



ENGINEERING DESIGN (H, M, U) Prerequisite: Technology Engineering and Design

This course continues to apply the skills, concepts, and principles of engineering. Students explore various technological systems and

engineering processes in related career fields. Topics include investigating technological system, design optimization, and problem solving.

Students utilize CAD and physical and virtual modeling concepts to construct, test, collect, and report data. Art, English language arts,

mathematics, and science are reinforced. Work-based learning strategies appropriate for this course include mentorship, school-based

enterprise, service learning, and job shadowing. Cooperative education is not available for this course. Apprenticeship is not available for this

course.

Technology Student Association (TSA) competitive events, community service, and leadership activities provide the opportunity to apply




ROBOTICS I (H) Prerequisite: Technology, Engineering and Design

The Robotics Course is a modular and project-based curriculum that introduces students to the design process in an engaging and hands-on

manner. By applying STEM principles to actual engineering projects, the curriculum helps students quickly understand the relevance of what

they are learning, and mastering the fundamentals of engineering. No prior robotics experience is required; beginners are able to advance

sequentially through the units to gradually increase their knowledge and skill level. The Intelitek Robotics Education Curriculum meets

content standards for Science, Technology, Engineering, and Math (STEM). Intelitek Robotics competitions will be available for students

through TSA.

ROBOTICS II (H)

Prerequisite: Robotics I

The Robotics II course is a more in-depth curriculum developed to help students master the engineering design process. The curriculum is a

modular, project- based program which teachers the design process in a hands-on environment. This course provides the skills necessary for

students to enter advanced manufacturing, engineering, and College and Career Promise courses. It also aligns to post-secondary

opportunities in the various fields of engineering. Intelitek Robotics competitions will be available for students through TSA.

SCIENTIFIC AND TECHNICAL VISUALIZATION I (U) Prerequisite: None

This course introduces students to the use of complex graphic tools. Emphasis is placed on the principles, concepts, and use of complex

graphic and visualization tools as applied to the study of science and technology. Students use complex 2D graphics, animation, editing, and

image analysis tools to better understand, illustrate, explain, and present technical, mathematical, and/or scientific concepts and principles.

Emphasis is placed on the use of computer-enhanced images to generate both conceptual and data-driven models, data-driven charts and

animations. Science, math, and visual design concepts are reinforced throughout the course. Activities are structured to integrate physical and

social sciences, mathematics, English language arts, and art. Work-based learning strategies appropriate for this course include mentorship,

school-based enterprise, service learning, and job shadowing. Apprenticeship and cooperative education are not available for this course.

Technology Student Association (TSA) competitive events, community service, and leadership activities provide the opportunity to apply



TRADE AND INDUSTRIAL EDUCATION

Trade and Industrial Education is a secondary education program to prepare students for careers in eight of the sixteen Career Clusters™.

While completing course sequences in these Career Clusters™, students participate in instructional units that educate them in standardized

industry processes related to concepts, layout, design, materials, production, assembly, quality control, maintenance, troubleshooting,

construction, repair, and service of industrial, commercial, and residential goods and products. Where applicable, courses are aligned to

industry certifications and/or credentials allowing students the opportunity to prepare for the associated specific certification/credential.

Development of 21st century skills including collaboration, critical thinking, entrepreneurial skills, and problem solving is a part of each of

the career pathways.

CTE ADVANCED STUDIES (L, M) Prerequisite: Two technical credits in one Career Cluster and one of which must be a completer course











CTE INTERNSHIP (L, M) Prerequisite: None





CTE COMMUNITY COLLEGE I (L, M) Prerequisite: None



CTE COMMUNITY COLLEGE II (L, M) Prerequisite: None



CTE APPRENTICESHIPS (L, M) Prerequisite: Two technical credits in one Career Cluster




knowledge.

AUTOMOTIVE SERVICE I (M) Prerequisite: None

This course develops automotive knowledge and skills in performing scheduled automotive maintenance, servicing and basic testing of

brakes, electrical systems, drivetrain, engine, HVAC and steering & suspension systems, emphasizing hands-on experience. As part of the

NATEF accreditation, topics are aligned to the Maintenance and Light Repair (MLR) requirements. English language arts are reinforced.

Work-based learning strategies appropriate for this course include job shadowing. Work-based learning strategies appropriate for this

course would include apprenticeship, cooperative education, entrepreneurship, internship, and job shadowing. SkillsUSA competitive




AUTOMOTIVE SERVICE II (M) Prerequisite: Automotive Service I

This course develops automotive knowledge and skills in performing scheduled automotive maintenance, servicing and basic testing of brakes, electrical systems, drivetrain, engine, HVAC and steering & suspension systems, emphasizing hands-on experience. As part of the NATEF accreditation, topics are aligned to the Maintenance and Light Repair (MLR) requirements. English language arts are reinforced. Work-based learning strategies appropriate for this course include job shadowing. Work-based learning strategies appropriate for this course would include apprenticeship, cooperative education, entrepreneurship, internship, and job shadowing. This course helps prepare students for the Automotive Service Excellence (ASE) certification in Maintenance and Light Repair (MLR-G1). SkillsUSA competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.



AUTOMOTIVE SERVICE III (M) Prerequisite: Automotive Service II

This course builds on the skills and knowledge introduced in Automotive Service I & II. Building advanced automotive skills and knowledge in

vehicle servicing, testing, repair, and diagnosis of brakes, electrical systems, drive train, engine, HVAC and steering & suspension systems,

while emphasizing hands-on experience. As part of the NATEF accreditation, topics are aligned to the Maintenance and Light Repair (MLR)

requirements. English language arts and mathematics are reinforced. Work-based learning strategies appropriate for this course include

apprenticeship, cooperative education, entrepreneurship, internship, and job shadowing. This course helps prepare students for the Automotive

Service Excellence (ASE) certification in Maintenance and Light Repair (MLR- G1). SkillsUSA competitive events, community service, and

leadership activities provide the opportunity to apply essential standards and work place readiness skills through authentic experiences.


INTRODUCTION TO AUTOMOTIVE SERVICE (M) Prerequisite: None

This course introduces basic automotive skills in Service & Safety, Engine Repair, Automatic Transmissions & Transaxles, Manual Drivetrain

and Axles and job opportunities in the auto repair industry. As part of the NATEF accreditation, topics are aligned to the Maintenance and Light

Repair (MLR) requirements. English language arts are reinforced. Work-based learning strategies appropriate for this course include job

shadowing. Apprenticeship and cooperative education are not available for this course. SkillsUSA competitive events, community service, and



CORE AND SUSTAINABLE CONSTRUCTION (L) Prerequisite: None

This course covers the National Center for Construction Education and Research (NCCER) Core certification modules required for all of

the NCCER curriculum-area programs, and an additional Green module. The course content includes: basic safety, introduction to

construction math, introduction to hand tools, introduction to power tools, introduction to blueprints, material handling, basic

communication skills, and basic employability skills, and “Your Role in the Green Environment”. The additional Green module has been

added to provide students with instruction in the green environment, green construction practices, and green building rating systems. Also it

will help students better understand their personal impacts on the environment and make them more aware of how to reduce their carbon

footprint. English Language Arts and Mathematics are reinforced. Work-based learning strategies appropriate for this course include

apprenticeship, cooperative education, internship, and job shadowing. This course helps prepare students for additional National Center for

Construction Education and Research (NCCER) Core certification. SkillsUSA competitive events, community service, and leadership

activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences. Geometry is

recommended as preparation for this course.

*Due to potentially hazardous processes and equipment a maximum enrollment of 20 is recommended

CARPENTRY I (L) Prerequisite: Core and Sustainable Construction

This course covers basic carpentry terminology and develops technical aspects of carpentry with emphasis on development of introductory

skills. English language arts and mathematics are reinforced. Work-based learning strategies appropriate for this course include

apprenticeship, cooperative education, internship, and job shadowing. This course helps prepare students for National Center for

Construction Education and Research (NCCER) certification. SkillsUSA competitive events, community service, and leadership activities

provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences. Geometry is

recommended as preparation for this course.



CARPENTRY II (L) Prerequisite: Carpentry I

This course covers additional technical aspects of carpentry with emphasis on development of intermediate skills. The course content

includes floor systems, wall and ceiling framing, roof framing, introductions to concrete, reinforcing materials and forms, windows and

exterior doors, and basic stair layout. English language arts and mathematics are reinforced. Work-based learning strategies appropriate for

this course include apprenticeship, cooperative education, internship, and job shadowing. This course helps prepare students for National

Center for Construction Education and Research (NCCER) certification. SkillsUSA competitive events, community service, and leadership

activities provide the

opportunity to apply essential standards and workplace readiness skills through authentic experiences. Geometry is recommended as

preparation for this course.


CARPENTRY III (L) Prerequisite: Carpentry II

This course develops advanced technical aspects of carpentry with emphasis on development of skills. The course content includes roofing

applications, thermal and moisture protection, exterior finishing, cold formed steel framing and drywall installations. English language arts

and mathematics are reinforced. Work-based learning strategies appropriate for this course include apprenticeship, cooperative education,

internship, and job shadowing. This course helps prepare students for National Center for Construction Education and Research (NCCER)

certification. SkillsUSA competitive events, community service, and leadership activities provide the opportunity to apply essential standards

and workplace readiness skills through authentic experiences. Geometry is recommended as preparation for this course.


WORLD LANGUAGES

The North Carolina World Language Essential Standards are based on a set of principles governing language education. These tenets are

anchored in language education research and supported by practice. They are as follows:

• All students can learn and experience success in a second or world language. Any language can be used to teach academic content at

any level or within any program.

• Language acquisition is a lifelong process.

• For optimum results, students should have the opportunity to engage in a long, articulated sequence of study.

• Language skills increase in the four areas (listening, speaking, reading, and writing) as students build mastery or acquire

proficiency in the world language.

• Students learn in various ways and acquire proficiency in a language at different rates based.

SPANISH I (H, L, M, U) Prerequisite: None

This course is an introduction to the study of the target language and its culture and may be taken in middle or high school. Students perform

the most basic functions of the language and become familiar with some elements of its culture. The emphasis is placed on the development

of the four skills of listening, speaking, reading, and writing within a given context extending outside of the classroom setting when possible.

The content focuses on the students' lives and experiences, and includes an exposure to everyday customs and lifestyles. Grammar is

integrated throughout the course and is selected according to the language conventions (functions). A general introduction to the culture, its

products (e.g., literature, laws, foods, games), perspectives (e.g., attitudes, values, beliefs), and practices (patterns of social interaction) is

integrated throughout the course. Students acquire some insight into how languages and cultures work by comparing the target language and

culture(s) to their own. Integration of other disciplines is ongoing throughout the course.


SPANISH II (H, L, M, U) Prerequisite: Spanish I or placement exam

Students enrolled in this course have either successfully completed a Level I course at the middle or high school or have placed out of Level I

due to previous language study and/or established proficiency. This course provides students with opportunities to continue the development

of their listening, speaking, reading, and writing skills. Students participate in short conversational situations by combining and recombining

learned elements of the language orally and in writing. They are able to satisfy basic survival needs and interact on issues of everyday life in

the present time and past time, inside and outside of the classroom setting. They compose related sentences, which narrate, describe, compare,

and summarize familiar topics from the target culture. Focus is placed on understanding main ideas in simple texts. Students develop a better

understanding of the similarities and differences between cultures and languages and they examine the influence of the beliefs and values on

the target culture(s). Integration of other disciplines is ongoing throughout the course.

HONORS SPANISH III (L, M, U) Prerequisite: Spanish II

Students enrolled in this course have either successfully completed the Level I and II courses at the middle or high school or have placed

out of Levels I and II due to previous language study and/or established proficiency. This course provides students with additional

opportunities to expand their listening, speaking, reading, and writing skills as they create with the language and access various materials

(short literary texts, authentic materials, technical manuals and other media) on generally familiar topics. Students satisfy limited

communication and social interaction demands, as well as initiate and maintains face-to-face communication. They identify main idea(s)

and some details in discussions, presentations, and written texts within a cultural context; read and interpret authentic materials; narrate and

describe in a series of sentences, groups of related sentences, and short cohesive passages in present, past, and future time; and compose

messages, announcements, personal notes, and advertisements. Students continue to refine their knowledge and understanding of the target

language and culture(s) and their own by examining the interrelationship of other cultures to their own, by demonstrating behaviors

appropriate in target cultures, and by applying their knowledge and skills inside and outside of the classroom setting. Integration of other

disciplines is ongoing throughout the course.

Note: The objectives and proficiency expectations for Level III are written at the honors level; therefore, this course is always assigned to

category H (1 point). The course code may also include AP or IB designations, based on local offerings.

HONORS SPANISH IV (L, M, U) Prerequisite: Honors Spanish III

Students enrolled in this course have successfully completed Level III at the middle or high school or have placed out of Levels I-III due to

previous language study and/or established proficiency. A major focus of this course is to enable students to communicate in writing and

in extended conversations on a variety of familiar and some unfamiliar topics. Students begin to narrate, discuss, and support fairly

complex ideas and concepts using concrete facts and topics with details in a variety of times. They satisfy routine social demands and meet

most social requirements. The emphasis of this course can vary, as described above. Many different types of text (short stories, poetry, and

excerpts from various periods of literature, current events, technical manuals, and other authentic materials) are included, depending on the

emphasis and providing for independent reading. Finer points of grammar are studied to aid oral and written communication. There is

more in-depth study of the target culture(s) and their influence throughout the world. Students are able to connect the target language to

other disciplines and can compare it to their own. Finally, they are able to use the language inside and outside of the classroom setting.

Note: The objectives and proficiency expectations for Level IV are written at the honors level; therefore, this course is always assigned to

category H (1 point). The course code may also include AP or IB designations, based on local offerings.

OTHER CREDIT PROGRAMS

HELP (HIGH SCHOOL AND ELEMENTARY LEARNING PARTNERS) (L, U) Prerequisite: Application with supporting documentation, orientation

This elective provides juniors and seniors interested in the educational field an opportunity for supervised tutoring experiences at the

elementary, middle, or high school levels. Each student will be assigned to a supervising teacher and be expected to follow the rules

and regulations set forth in the HELP handbook. Tutoring experiences may include, but are not limited to, working with students in

reading, writing, math, and ESL. In addition, students will assist the supervising teacher in daily activities such as creating bulletin

boards and preparing lesson plans. Students will receive one unit of credit and a numerical grade that will be computed in the GPA.


MEDIA ASSISTANT (L, M, U) Prerequisites: Recommendation by English teacher and librarian

Library Science is designed for students who wish to develop the skills necessary for operating a library. This course teaches

students in a lab situation where they will be able to use the skills as they learn (a non-credit course).

HONORS TEACHER CADET I (L) Prerequisites: Teacher Recommendation

Students will learn about the teaching profession through content, application, observations, and teaching in preschool, elementary,

middle, and high school settings. The program is designed to equip students with both skills and experiences that result in successful

completion of college programs and retention of students within the educational field.

HONORS TEACHER CADET II (L) Prerequisite: Teacher Cadet I

Teacher Cadet II is an upper level course designed for students who are interested in pursuing a career in education. It concentrates on

providing students with field experience at the preschool, elementary, middle, and high school levels. Students have the opportunity to

observe educators in a variety of settings, including 4-A high schools, exceptional children’s classes, and alternative schools. Teacher

cadets develop and carry out lesson plans that are aligned with state objectives. They are videotaped so that they can evaluate and

improve their teaching techniques. Students are expected to produce a portfolio that showcases their experiences.

PEER GROUP MENTORING (PGC) LEADERSHIP COURSE (H, L, M, U) Prerequisites: Selection by committee

Students are eligible to apply to enroll in the Peer Group Connection Leadership Course during the spring of their sophomore and junior

year by completing a written application and group interview process. Enrollment is limited to juniors and seniors. Written parental

permission and participation in a three-day, two-night overnight leadership training retreat to be scheduled in April are prerequisites for

participation in the course.

In this leadership class, students will learn how to work in teams as group discussion leaders and positive role models for younger peers. As

an experiential course, students will be expected to work in pairs to utilize the leadership skills they develop in the course to conduct

weekly outreach sessions with small groups of incoming ninth grade students. Students will learn decision-making; problem-solving; goal

setting; teamwork; negotiation; refusal; group facilitation; giving and receiving feedback; active listening; time management; and self

assessment skills.

Topic areas addressed include personality and work styles; interpersonal relationships; the connection between academic success and life

after high school; planning for the future, parent-teen communication; cultural diversity; and school, community, and internet safety.

Student assessment will be based on mastery of leadership skills, role modeling behaviors, class participation, and self-assessments.

During the spring semester, students will be expected to participate in ongoing sessions to plan and implement a service-learning project

with their ninth grade peer groups.

AVID (U) Prerequisites: Teacher recommendation and application process

AVID, Advancement Via Individual Determination is designed to prepare students in the academic middle for four- year college

eligibility and success. The mission of AVID is for students to succeed in rigorous curriculum, complete a rigorous standard class,

increase their enrollment in four-year colleges, and to become educated and responsible participants and leaders in a democratic society.

The targeted group is students with academic potential who meet one or more of the following criteria: first to attend college,

historically underserved in four-year colleges, low income, and special circumstances. Teacher recommendation in the program is

considered. Recommended students complete an application for consideration and placement. Students are interviewed to determine

individual desire to be in the AVID class.

Broadcast Media and Technology (L, M) Prerequisites: English I

This one semester electronic technology, journalism, and laboratory course offers the following major units of study: deconstructing news,

journalism and ethics; iPhoto/iMovie digital storytelling, Play On sports live streaming, television studio production techniques, copyright

laws, digital camera operation, basics of iMovie editing, broadcasting scripting, journalistic styles, and specialized stories: news, features,

sports, etc. Students learn pre-production, production, and post-production techniques and protocol. Students’ work will be published to the

Internet.


PO Box 439 Clinton, NC 28329

www.sampson.k12.nc.us

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