|
HIGH SCHOOL COURSE DESCRIPTIONS
|
|
ENGLISH
|
|
Reading
(1st part-English I)
|
Recommended for students who consistently demonstrate low performance in Reading/English Language Arts. Contingent upon team meetings between CCS Middle and High ELA’s, data will be analyzed from EOG scores and EVAAS to evaluate overall proficiency of students. Upon the discretion of the ELA team, a diagnostic test may be administered to determine specific Lexile levels and reading comprehension skills. After completing Reading in the fall semester, students will transition into English I for the spring semester to fulfill CCS graduation requirements.
|
|
English I
|
English I is a general survey course that focuses primarily on genre through six units of study: short stories, non-fiction, drama, poetry, epic poetry, and the novel. Emphasis is placed on genre conventions, plot, character, point of view, setting, theme, symbolism, context, personal recollection/relevance, interpretive reading skills, Shakespeare, imagery, types of poetry, the structure and sound patterns of poetry, and the importance of language arts skills in the context of education and critical thinking. Listening, writing, reading, viewing, speaking, semantics, and study skills are all emphasized. Grammar, mechanical flaws, editing, and writing across multiple formats is also a part of ninth grade English. 10212X0A
NOTE: Students that take Reading MUST also register for English I.
|
|
English I Honors
|
English I Honors contains much of the same information as English I, with heightened expectations for workload, quality of work, a more rapid pace, broader exposure to additional reading selections, and an understanding of additional personal responsibility and independent work. This course emphasizes the development of higher order thinking skills, research skills, writing skills, interpretive reading skills, and creative thinking. Students enrolled in this course should be highly motivated, enjoy reading, analyzing, discussing, and writing about literature. 10215X0C
Recommendation: Level IV or higher in 7th and 8th grade Reading EOG.
|
|
English II
|
This course introduces literary global perspectives focusing on literature from the Americas, Africa, Eastern Europe, Asia, Oceania, and the Middle East. Influential U.S. documents and a Shakespearean play are included. Students will read, discuss, and write about both classical and contemporary world literature through which they will identify cultural significance. They will examine pieces of world literature in a cultural context to appreciate the diversity and complexity of world issues and to connect global ideas to their own experiences. In addition to literature study, the students will examine non-literary texts related to cultural studies; research material to use primarily in clarifying their own explanatory responses to situations and literary-based issues; critically interpret and evaluate experiences, literature, language, and ideas; and use standard grammatical conventions and select features of language appropriate to purpose, audience, and context of the work. 10222X0C
|
|
English II Honors
|
This accelerated course of study will accomplish all of the above (listed in the English II course description), and will challenge students to explore World Literature more widely and deeply. Students in the Honors course will be expected to complete extensive outside reading, conduct independent research, complete several oral presentations, and write more extensively. Higher level thinking skills will be emphasized through interdisciplinary and critical perspectives as reflected in the quality of student performance in oral language, written language, and other media/technology. 10225X0C
|
|
English III
|
English III is a chronological survey of American literature from the early sixteenth century to the present. Through a study of fiction, non-fiction, poetry, and prose, students will analyze American literature as it reflects social perspective and historical significance by continuing to use language for expressive, expository, argumentative, and literary purposes. The emphasis in English III is critical analysis of texts through reading, writing, speaking, listening, and using media. In addition, the student will relate the experiences of others to his/her own, research the diversity of the American experience and will examine the relationships between past and present. The student will build increasing sophistication in defining issues and using argument effectively, as well as creating products and presentations, which maintain standard conventions of written and oral language as outlined by the standards for English Language Arts in North Carolina. 10232X0C
|
|
English III Honors
|
Students in Honors English III will explore American literature more widely and deeply, including more challenging and/or complete print and non-print texts with more rigor. The Honors course will foster intellectual curiosity by encouraging students to generate through-provoking questions and topics and to research diverse sources. Honors English III will require students to work as self-directed and reflective learners, both independently and in groups as leaders and collaborators. Higher level thinking skills will be emphasized through interdisciplinary and critical perspectives as reflected in the quality of student performance in oral language, written language and other media/technology. 10235X0C
|
|
English IV
|
Students in English IV will integrate all the language arts skills gained throughout their education. The curriculum both affirms skills and equips the students to be lifelong learners. Students continue to explore expressive expository, argumentative, and literary contexts with a focus on European Literature. The emphasis in English IV is on argumentation by developing a position of advocacy through reading, writing, speaking, listening, and using a variety of media. Students will express reflections and reactions to texts, explain principles inspired by the curriculum, interpret and qualify texts; research and address issues of public or personal concern, and create products and presentations, which maintain standard conventions of written and oral language. All of this is approached in the context of developing 21st Century skills--including heavy utilization of technology, evaluation of authorial motive, and development of adaptive lifelong learning skills. 10242X0C
|
|
English IV Honors
|
This accelerated course of study will accomplish all of the above (listed in the English IV course description), and will include a focus on independent research, extensive outside reading, and writing in response to literature to develop stylistic maturity. Emphasis is given to tone, diction, organization and syntax in the study of style. Time is taken to understand the complexity of a work, its richness in meaning, and to analyze how meaning is embodied in literary and non-literary forms. 10245X0C
|
|
CCRG Enhanced English IV
Administration will enroll students in this course based on criteria.
|
The CCRG English IV course merges Career and College Ready English Learning Outcomes (delivered via EdReady) and CCRG reading and writing activities with current grade level (11-12) standards. Students will analyze and evaluate literary and informational texts. Students will sharpen vocabulary and grammar skills through interactive activities and writing assignments. Students will clearly and coherently offer and support opinions/arguments (argumentative writing), demonstrate an understanding of a topic under study (informative/explanatory writing), and convey real and/or imagined experiences (narratives). The CCRG English course has been approved by UNC for minimum course requirements and meets NC graduation requirements for English. 10252X0CRG NOTE: High school juniors with an unweighted GPA below a 2.8 are required to take CCRG English in their senior year unless they meet one of the following criteria in English: SAT Composite score 480 Evidence Based Reading and Writing, or ACT score of 18 in English and 22 in Reading, or AP exam score of III or higher on AP English Language and Composition exam.
|
|
AP English Language and Composition
(11th Grade)
|
Advanced Placement English Language and Composition will follow the standards set forth by AP Central and the College Board. The AP English Language and Composition course aligns to an introductory college-level rhetoric and writing curriculum, which requires students to develop evidence-based analytic and argumentative essays that proceed through several stages or drafts. Students evaluate, synthesize, and cite research to support their arguments. Throughout the course, students develop a personal style by making appropriate grammatical choices. Additionally, students read and analyze the rhetorical elements and their effects in non-fiction texts, including graphic images as forms of text, from many disciplines and historical periods. 1A007X0
NOTE: This course may take the place of a credit in English III. It is highly recommended that students take Honors English III (1st semester) to be better prepared for AP courses (2nd semester).
|
|
Journalism I
|
This course is designed for students to experience creating a print yearbook, a school newspaper, online feature stories and photojournalism, and updating social media. Students must have advanced computer skills. Students experience independence with this class; however, they also are exposed to the responsibility of the business world and costly deadlines. Grades are dependent on responsible completion of deadlines and assignments. Prerequisite: Students must complete an application process, which includes recommendations from teachers in order to be considered for enrollment in the course. Having Photoshop experience is also a PLUS- since this course also designs pages and ads for the yearbook and newspaper. 10312X0C
|
|
Journalism I
Honors
|
A rigorous honors course syllabus will be expected of all honor students. Honor students will take on leadership roles within the confines of business management, editing, and production of the newspaper and yearbook. This course is designed for students to experience creating a print yearbook, a school newspaper, online feature stories/photojournalism, and social media. Students must have advanced computer skills including Photoshop (Digital Media/Digital Photography). Students experience independence with this class; however, they also are exposed to the responsibility of the business world and costly deadlines. Grades are dependent on responsible completion of deadlines and assignments. Prerequisite: Students must complete an application process, which includes recommendations from teachers in order to be considered for enrollment in the course. 10315X0C
|
|
Journalism II
|
This elective course is designed for students pursuing a career in the field of journalism, photojournalism, and business management. Students in Journalism II learn business and marketing skills. Students will create plans to market a product, advance writing skills for the purpose of journalism, and create a product to be sold. Students will be required to write articles for the local newspaper as well as school newspaper and online features. Prerequisite: Journalism I and students must complete an application process. 10322X0
|
|
Journalism II Honors
|
Publications/Yearbook is the study, practice, and refinement of the fundamentals of yearbook publication including interviewing, copywriting, layout design, photography, theme development, desktop publishing, and marketing with an emphasis on working as a team, meeting publisher's deadlines, and adhering to ethical standards. Honors Journalism II students are expected to enter the class with fundamental skills in place in order to begin book production immediately. They will help train new staff members, provide daily leadership, and take on production responsibilities. Prerequisite: Journalism I and students must complete an application process. 10325X0
|
|
Mythology
|
Classical Mythology is a survey of ancient Greek and Roman stories about heroes, gods and the universe and illustrates the influence of these myths on the art, literature and culture of the modern world. 10252X0MYT
NOTE: If there are 10 or more students at one school enrolled then it will be offered as an in-person class. If not, then it may be available online via CCVS.
|
|
Mythology Honors
|
Classical Mythology is a survey of ancient Greek and Roman stories about heroes, gods and the universe and illustrates the influence of these myths on the art, literature and culture of the modern world. Honors Mythology will have higher expectations and a portfolio requirement. 10255X0MYT
|
|
ENG-111 (TCCC)
Writing & Inquiry
(11th & 12th Gr.)
|
This course is designed to develop the ability to produce clear writing in a variety of genres and formats using a recursive process. Emphasis includes inquiry, analysis, and effective use of rhetorical strategies, thesis development, audience awareness, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English. This course has been approved for transfer under the CAA as a general education course in English Composition. This is a Universal General Education Transfer Component (UGETC) course. Competencies: 1. Demonstrate writing as a recursive process. 2. Demonstrate writing and inquiry in context using different rhetorical strategies to reflect, analyze, explain, and persuade in a variety of genres and formats. 3. Students will reflect upon and explain their writing strategies. 4. Demonstrate the critical use and examination of printed, digital, and visual materials. 5. Locate, evaluate, and incorporate relevant sources with proper documentation.6. Compose texts incorporating rhetorically effective and conventional use of language. 7. Collaborate actively in a writing community. This is a dual enrolled class through TCCC and counts for college and high school credit.
NOTE: This is the first of three courses that satisfy English III high school requirement. Student must take ENG-111, ENG-112, and ENG-231 or ENG-232.
|
|
ENG-112 (TCCC)
Writing/Research in the Disciplines
(11th & 12th Gr.)
|
This course, the second in a series of two, introduces research techniques, documentation styles, and writing strategies. Emphasis is placed on analyzing information and ideas and incorporating research findings into documented writing and research projects. Upon completion, students should be able to evaluate and synthesize information from primary and secondary sources using documentation appropriate to various disciplines. This course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in English Composition. This is a Universal General Education Transfer Component (UGETC) course. This is a dual enrolled class through TCCC and counts for college and high school credit.
NOTE: This is the second of three courses that satisfy English III high school requirement. Student must take ENG-111, ENG-112, and ENG-231 or ENG-232.
|
|
ENG-231 (TCCC)
American Literature I
(11th & 12th Gr.)
|
This course covers selected works in American literature from its beginnings to 1865. Emphasis is placed on historical background, cultural context, and literary analysis of selected prose, poetry, and drama. Upon completion, students should be able to analyze and interpret literary works in their historical and cultural contexts. This course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in Humanities/Fine Arts. This is a Universal General Education Transfer Component (UGETC) course. Competencies: 1. Describe, analyze, interpret and evaluate features of literary texts in several genres, applying appropriate literary and cultural terms. 2. Critically analyze and interpret American literature from its beginnings to 1865 within historical and cultural contexts. 3. Write critical essays about American literature that integrate primary and secondary sources using MLA documentation and standard academic written conventions. This is a dual enrolled class through TCCC and counts for college and high school credit.
NOTE: This is the third of three courses that satisfy English III high school requirement. Students must take ENG-111, ENG-112, and ENG-231 or ENG-232.
|
|
ENG-232 (TCCC)
American Literature II
(11th & 12th Gr.)
|
This course covers selected works in American literature from 1865 to the present. Emphasis is placed on historical background, cultural context, and literary analysis of selected prose, poetry, and drama. Upon completion, students should be able to analyze and interpret literary works in their historical and cultural contexts. This course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in Humanities/Fine Arts. Competencies: 1. Describe, analyze, interpret, and evaluate features of literary texts in several genres, applying appropriate literary and cultural terms. 2. Critically analyze and interpret American literature from 1865 to the present within historical and cultural contexts. 3. Write critical essays about American literature that integrate primary and secondary sources using MLA documentation and standard academic written conventions. This is a dual enrolled class through TCCC and counts for college and high school credit.
NOTE: This can also be the third of three courses that satisfy English III high school requirement. Student must take ENG-111, ENG-112, and ENG-231 or ENG-232.
|
|
ENG-241 (TCCC)
British Literature I
(11th & 12th Gr.)
|
This course covers selected works in British literature from its beginnings to the Romantic Period. Emphasis is placed on historical background, cultural context, and literary analysis of selected prose, poetry, and drama. Upon completion, students should be able to interpret, analyze, and respond to literary works in their historical and cultural contexts. This course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in Humanities/Fine Arts. This is a dual enrolled class through TCCC and counts for college and high school credit.
NOTE: This can also be the third of three courses that satisfy English IV high school requirement. Student must take ENG-111, ENG-112, and ENG-241 or ENG-242.
|
|
ENG-242 (TCCC)
British Literature II
(11th & 12th Gr.)
|
This course provides an intensive study of the works of several major British authors. Emphasis is placed on British history, culture, and the literary merits. Upon completion, students should be able to interpret, analyze, and evaluate the works studied. This course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in Humanities/Fine Arts. This is a dual enrolled class through TCCC and counts for college and high school credit.
NOTE: This can also be the third of three courses that satisfy English IV high school requirement. Student must take ENG-111, ENG-112, and ENG-241 or ENG-242.
|
| |
|
|
MATHEMATICS
|
|
Foundations of NC Math I (1st Part)
|
Foundation of Math I is a foundation course for Math I. This course is recommended for any student that has below a B grade in 8th grade math. The mathematical skills and concepts are reviewed before instruction begins in Math I. 20902X0
NOTE: This course counts as an elective and does not meet graduation requirements for math.
|
NC Math I
|
Math I will provide students the opportunity to study concepts of algebra, geometry, functions, number and operations, statistics and modeling throughout the course. These concepts include expressions in the real number system, creating and reasoning with equations and inequalities, interpreting and building simple functions, expressing geometric properties and interpreting categorical and quantitative data. 21092X0
NOTE: Students that take Foundations of Math I MUST also register for NC Math I.
|
|
Foundations of NC Math II (1st Part)
|
Foundation of Math II is a foundation course for Math II. The mathematical skills and concepts are reviewed before instruction begins in Math II. This course is recommended for any student that has below a B in Math I. 20902X0
NOTE: This course can count as a graduation requirement for a math credit if planning to attend a 2-year college or enter the workforce after graduation, but the student also has to take NC Math II, which is a graduation requirement.
|
|
NC Math II
|
In Math II, students continue to deepen their study of quadratic expressions, equations, and functions; comparing their characteristics and behavior to those of linear and exponential relationships from Math I. The concept of quadratics is generalized with the introduction of higher degree polynomials. New methods for solving quadratic and exponential equations are developed. The characteristics of advanced types of functions are investigated (including power, inverse variation. radical, absolute value, piecewise-defined, and simple trigonometric functions). The link between probability and data is explored through conditional probability and counting methods. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between Math II and the historical approach taken in Geometry classes. For example, transformations are explored early in the course and provide the framework for studying geometric concepts such as similarity and congruence. The study of similarity leads to an understanding of right triangle trigonometry and connects to quadratics through Pythagorean relationships. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, require that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. This course fulfills the North Carolina high school graduation requirement for Math II. 22092X0
NOTE: Students that take Foundations of Math II MUST also register for NC Math II.
|
|
NC Math II Honors
|
Math II continues a progression of the standards established in Math I. In addition to these standards, Math II includes: polynomials, congruence and similarity of figures, trigonometry with triangles, modeling with geometry, probability, making inference polynomials, congruence and similarity of figures, trigonometry with triangles, modeling with geometry, probability, making inferences and justifying conclusions. Students will be expected to perform at an advanced level beyond the North Carolina Standard Course of Study. An above average work ethic is needed to be successful. It is recommended that students taking honors math should have an A average in their previous math class. 22095X0
|
|
Math II Bridge
(MHS 9th grade students that had Math I in the 8th grade)
|
This math course is designed for and recommended for all 9th graders who took Math I in the 8th grade. If you did not have an “A” in Math I prior to March 10, 2021 and did not make a Level 5 on the 7th grade math EOG, it is strongly recommended that you take this course to prepare you for Math II and other required high school math courses. The primary goal of this course is to solidify a mathematical foundation to set students up for success in subsequent high-level math courses. Math 2 Bridge will reinforce the linear concepts covered in NC Math 1 and introduce the concept of quadratic functions in project based inquiry style learning. Basic algebra solving skills will be honed with strategies such as factoring, the quadratic formula, and completing the square. Students will be expected to apply behavioral knowledge of quadratics to projectile motion. A thorough investigation of triangles will be conducted with a focus on angle side relationships. This concept applies directly to real-word scenarios and students will conduct experiments proving such ratios. 28002X0MHS
|
|
Math II Bridge Honors
(MHS 9th grade students that had Math I in the 8th grade)
|
This math course is designed for and recommended for all 9th graders who took Math I in the 8th grade. If you did not have an “A” in Math I prior to March 10, 2021 and did not make a Level 5 on the 7th grade math EOG, it is strongly recommended that you take this course to prepare you for Math II and other required high school math courses. The primary goal of this course is to solidify a mathematical foundation to set students up for success in subsequent high-level math courses. Math 2 Bridge will reinforce the linear concepts covered in NC Math 1 and introduce the concept of quadratic functions in project based inquiry style learning. Basic algebra solving skills will be honed with strategies such as factoring, the quadratic formula, and completing the square. Students will be expected to apply behavioral knowledge of quadratics to projectile motion. A thorough investigation of triangles will be conducted with a focus on angle side relationships. This concept applies directly to real-word scenarios and students will conduct experiments proving such ratios. 28005X0MHS
NOTE: The HONORS component of this course will include a visual presentation of a chosen mathematical concept, a projectile motion analysis, and a structural project based on triangles (materials will be provided).
|
|
NC Math III
|
This course is designed so that students have the opportunity to pull together and apply the accumulation of mathematics concepts learned previously. They apply methods from probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include polynomial, rational, and radical functions, including an intense study of families of functions and the relationships therein. They expand their study of right triangle trigonometry to include general triangles and in the study of trigonometric functions to model simple periodic phenomena. Finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems. Appropriate technology and tools, including manipulatives and calculators, will be used regularly for instruction and assessment. The Standards for Mathematical Practice apply throughout each course and, together with the content standards, require that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. This course fulfills the NC high school graduation requirement for Math III. The final exam is the North Carolina Final Exam based on the Math III standards. 23092X0
|
|
NC Math III Honors
|
Math III progresses from the standards learned in Math I and Math II. In addition to these standards, Math III extends to include algebraic concepts such as: the complex number system, inverse functions, trigonometric functions and the unit circle. Math III also includes the geometric concepts of conics and circles. Students will be expected to perform at an advanced level beyond the North Carolina Standard Course of Study. An above average work ethic is needed to be successful. It is recommended that students taking honors math should have an A average in their previous math class. 23095X0
|
|
NC Math IV
|
NC Math 4 focuses on functions and statistical thinking, continuing the study of algebra, functions, trigonometry and statistical concepts previously experienced in NC Math 1-3. The course is designed to be a capstone to introductory statistical concepts. Additionally, the course intentionally integrates concepts from algebra and functions to demonstrate the close relationship between algebraic reasoning as applied to the characteristics and behaviors of more complex functions. In many cases, undergraduate students majoring in non-STEM fields will take an entry-level Algebra or Introductory Statistics course. Students will be prepared for college level algebra and statistics or as a bridge to prepare students for Pre-Calculus or other advanced math courses. 24092X0
|
|
NC Math IV Honors
|
NC Math 4 focuses on functions and statistical thinking, continuing the study of algebra, functions, trigonometry and statistical concepts previously experienced in NC Math 1-3. The course is designed to be a capstone to introductory statistical concepts. Additionally, the course intentionally integrates concepts from algebra and functions to demonstrate the close relationship between algebraic reasoning as applied to the characteristics and behaviors of more complex functions. In many cases, undergraduate students majoring in non-STEM fields will take an entry-level Algebra or Introductory Statistics course. Students will be prepared for college level algebra and statistics or as a bridge to prepare students for Pre-Calculus or other advanced math courses. 24095X0
NOTE: NC Math 4 Honors addresses the topics of NC Math 4 at a more comprehensive and rigorous level. Additional topics and requirements with real-world applications are included.
|
|
CCRG Math
|
The CCRG Math course provides the essential prerequisite knowledge required for freshman level/gateway college math courses, including Pre-Calculus Algebra and Algebra/Trigonometry for high school students who do not meet readiness indicators by their junior year to ensure college readiness prior to high school graduation. Demonstration of mastery of these skills ensure students are prepared for coursework at a North Carolina community college without need for further remediation in mathematics. The CCRG math course cannot be used as the 4th level math requirement for the public universities in the UNC system, but does meet the graduation requirements for the 4th math course. 20132X0
NOTE: High school juniors with an unweighted GPA below a 2.8 are required to take CCRG Math in their senior year unless they meet one of the following criteria in Math: SAT Composite score 530 in Math, or ACT score of 22 in Math, EOC Math III score of III or IV, or AP exam score of III or higher on AP Calculus AB or AP Calculus BC.
|
|
MAT-171 (TCCC)
Pre-calculus Algebra
(11th & 12th Gr.)
|
This course is designed to develop topics, which are fundamental to the study of Calculus. Emphasis is placed on solving equations and inequalities, solving systems of equations and inequalities, and analysis of functions (absolute value, radical, polynomial, rational, exponential, and logarithmic) in multiple representations. Upon completion, students should be able to select and use appropriate models and techniques for finding solutions to algebra-related problems with and without technology. This course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in Mathematics. This is a Universal General Education Transfer Component (UGETC) course. Competencies/Student Learning Outcomes 1. Use analytical, graphical, and numerical representations to solve absolute value, radical, polynomial, rational, exponential, and logarithmic equations with both real and complex solutions. 2. Use analytical, graphical, and numerical representations to solve absolute value, polynomial and rational inequalities with real solutions. 3. Use analytical, graphical, and numerical representations to analyze absolute value, radical, polynomial, rational, exponential and logarithmic functions with both real and complex zeros. 4. Use multiple methods to solve problems involving systems of equations and apply to decomposing partial fractions. 5. Construct the composition and inverse of functions. 6. Use polynomial, exponential and logarithmic functions to model various real world situations in order to analyze, draw conclusions, and make predictions. This is a dual enrolled class through TCCC and counts for college and high school credit. 2C035X0
NOTE: This course will satisfy the fourth high school math requirement.
|
|
AP Calculus AB
(Online Year-long NCVPS course)
|
This is a year-long course that requires a 90-minute daily class amount of time. Also, students need to spend time working at home a minimum of 30 minutes daily on the textbook readings, class discussions, assignments, and tests. AP Calculus AB is the study of change. The foundation for this study is limits and function behavior. Derivatives of functions are interpreted verbally, graphically, numerically, and algebraically. Numerical and algebraic antiderivatives are used to solve problems, and differential equations to model exponential growth and decay. AP Calculus AB explores relationships among functions, derivatives, and antiderivatives, as well as applications of derivatives including moving bodies, industry and finance. Prerequisites: Students taking AP Calculus AB should have made A grades in Pre-calculus, or equivalent coursework that includes trigonometry and advanced study of functions. 2A007X0
|
|
AP Computer Science Principles
(Online Year-long NCVPS course)
|
The AP Computer Science Principles course is designed to be equivalent to an introductory college computing course. Students will develop computational thinking skills such as using computational tools to analyze and visualize data to make conclusions based on trends. Students will also develop artifacts in using computer software and other technology to explore questions fostering student creativity and critical thinking. They will also develop communication and collaboration skills by working with their peers to discuss and solve problems impacting them, their community, society and the world. The course focuses on major areas of study – or the “Big Ideas”. Students who take this course should be prepared to take the AP Computer Science Principles Advanced Placement Exam.
|
|
AP Computer Science
(Online Year-long NCVPS course)
|
This is a college-level introductory course in computer science. Because the design and implementation of computer programs to solve problems involve skills that are fundamental to the study of computer science, a large part of the course is built around the development of computer programs that correctly solve a given problem. These programs should be understandable, adaptable, and when appropriate, reusable. At the same time, the design and implementation of computer programs is used as a context for introducing other important aspects of computer science, including the development and analysis of algorithms, the development and use of fundamental data structures, the study of standard algorithms and typical applications, and the use of logic and formal methods. In addition, the responsible use of these systems is an integral part of the course. The course is designed to be the equivalent of a first-semester college course in computer science. Mathematics is reinforced. Further information about the course and the AP Computer Science A Exam can be found at http://www.collegeboard.com/student/testing/ap/sub_compscia.html Prerequisites: This class is available to any student who has completed Math 1 and is interested in learning to program at the college level. Although it is not required, it is highly recommended to complete an introductory programming course prior to this course. This is a college level class and will move at a considerably faster pace than the typical high school class. Students should be prepared to complete outside readings and spend many hours on the computer. You must be willing to share and help classmates throughout this class with their programming assignments. The instructor will monitor the support given to students and will intervene only when necessary. This is a technical course in which much of the class time is spent designing, testing and debugging programming problems. Students participate in various online discussions. A side benefit to this class is that students will enhance their problem solving and logical thinking skills while developing their programming abilities. It is highly recommended that all students download this software on their home computers. Work may need to be completed outside of class. The work schedule is based on a year-long class of 90 minutes.
|
|
MAT-143 (TCCC)
Quantitative Literacy
(11th & 12th Gr.)
|
This course is designed to engage students in complex and realistic situations involving the mathematical phenomena of quantity, change and relationship, and uncertainty through project- and activity-based assessment. Emphasis is placed on authentic contexts, which will introduce the concepts of numeracy, proportional reasoning, and dimensional analysis, rates of growth, personal finance, consumer statistics, practical probabilities, and mathematics for citizenship. Upon completion, students should be able to utilize quantitative information as consumers and to make personal, professional, and civic decisions by decoding, interpreting, using, and communicating quantitative information found in modern media and encountered in everyday life.is course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in Mathematics (Quantitative). This is a dual enrolled class through TCCC and counts for college and high school credit. 2C015X0
NOTE: This course will satisfy the fourth high school math requirement.
|
|
SCIENCE
|
|
Physical Science
|
Physical science is a course designed to explore science concepts through inquiry and laboratory investigations in order to further develop student understanding of introductory physics and chemistry. The focus of the material is on the basic properties of matter, forces and energy, as well as how these concepts are applied to the real world. This course can be taken as the 3rd and final science course that is required to graduate, or as a precursor to a more advanced science course such as chemistry or physics. 34102X0C
|
|
Biology
|
Biology centers on the study of living things and their interactions within the environment. The course covers the topics of ecology, cell structure and function, genetics, evolution, microbiology, biochemistry, botany, zoology and some physiology. Lab work will be conducted to reinforce the topic of study. 33202X0C
|
|
Biology Honors
|
This course may be taken to meet the graduation requirement and will have the same requirements on the EOC exam. Unlike the basic course, Honors Biology will operate at an accelerated pace in the study of more complex biological concepts. There will be outside readings and activities included in the framework of this course. Honors biology is intended as a ninth or tenth grade course for highly motivated students who have demonstrated an interest in science. 33205X0C
|
|
AP Biology
(Online Year-long NCVPS course)
|
AP Biology is designed for students after the successful completion of introductory high school biology. Students will follow the standards set forth by AP Central. AP Biology is intended to provide a rigorous introductory college level biology course with 8 mandatory laboratory activities for high school students. This course covers in greater scope and scale the concepts, knowledge and skills introduced in a first level high school biology program. Greater amounts of time and effort are expected on the part of the student. The major themes for this course are expected to permeate the entire course. The purpose of these themes is to tie the curriculum together and assist students in assimilating the materials into an expandable understanding. Those students who successfully pass the exam may earn three or more semester hours of college credit. A focus on the major kingdoms, body systems, and ecology will be covered. Students will complete labs from the A.P. curriculum and submit formal lab reports for each lab conducted. 3A007X0
|
|
BIO-111 (TCCC)
General Biology I
(11th & 12th Gr.)
|
This course introduces the principles and concepts of biology. Emphasis is placed on basic biological chemistry, molecular and cellular biology, metabolism and energy transformation, genetics, evolution, and other related topics. Upon completion, students should be able to demonstrate understanding of life at the molecular and cellular levels. This course has been approved to satisfy the Comprehensive Articulation Agreement general education core requirement in natural sciences/mathematics. This is a dual enrolled class through TCCC and counts for college and high school credit.
NOTE: This is the first of two courses that can satisfy Biology high school requirement. Student must take BIO-111 and BIO-112. 3C065X0
|
|
BIO-112 (TCCC)
General Biology II
(11th & 12th Gr.)
|
This course is a continuation of BIO 111. Emphasis is placed on organisms, evolution, biodiversity, plant and animal systems, ecology, and other related topics. Upon completion, students should be able to demonstrate comprehension of life at the organismal and ecological levels. This course has been approved to satisfy the Comprehensive Articulation Agreement general education core requirement in natural sciences/mathematics. This is a dual enrolled class through TCCC and counts for college and high school credit. 3C075X0
NOTE: This is the second of two courses that can satisfy Biology high school requirement. Student must take BIO-111 and BIO-112. Students that complete this sequence for high school Biology MUST take the Biology EOC upon completion of this course to meet high school graduation requirement.
|
|
Chemistry
|
Chemistry is a study of the basic concepts of mass, volume, density, quantitative and dimensional analysis of elements. Topics covered include: measuring and calculating, matter, atomic structure, election clouds and probability, periodic table, chemical formulas, the mole, chemical reactions, periodic properties, typical elements, Kinetic theory, solids, liquids, gases, solutions and colloids, colligative properties, reaction rate and chemical equilibrium, acids, bases and salts, solutions of electrolytes and oxidation reduction. This is an Algebra based Science class. Lab work is required. Students of chemistry should have a strong foundation in mathematics. This course may be an option to meet the graduation requirement of one physical science. This option is strongly recommended for students who are planning on attending a 4-year college/university. 34202X0C
|
|
Chemistry Honors
|
This course is strongly recommended for students who plan to attend a 4-year college or university. Topics covered include: measuring and calculating, matter, atomic structure, electron clouds and probability, periodic table, chemical formulas, the mole, chemical reactions, periodic properties, typical elements, Kinetic theory, solids, liquids, gases, solutions and colloids, colligative properties, reaction rate and chemical equilibrium, acids, bases and salts, solutions of electrolytes and oxidation reduction. This is an Algebra based Science class. Lab work is required. Each semester each student enrolled in Honors Chemistry will be required to have additional topics to cover in addition to the standard course of study. 34205X0C
|
|
AP Chemistry
(Face-to face and One semester only)
|
For the advanced science-oriented student. This course is roughly equivalent to college freshman general chemistry courses. This may enable the student to enroll in second semester courses as a freshman, or take courses that list chemistry as a prerequisite. For other students, this may fulfill a college's lab science requirement and free some time for other courses. The College Board AP Exam must be taken in the spring. Students are expected to be consistently self-directed in their study. Labs are performed to illustrate good lab techniques, and apply and underscore chemical knowledge. Emphasis is on energy, molecular orbital theory, solution chemistry (including acid/base, equilibrium, and rate laws), and chemistry in the world around us. This course is mostly inorganic, but organic compounds are discussed and the basis of their bonding described.
|
|
CHM-151 (TCCC)
General Chemistry I
(11th & 12th Gr.)
|
This course covers fundamental principles and laws of chemistry. Topics include measurement, atomic and molecular structure, periodicity, chemical reactions, chemical bonding, stoichiometry, thermochemistry, gas laws, and solutions. Upon completion, students should be able to demonstrate an understanding of fundamental chemical laws and concepts as needed in CHM 152. This course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in Natural Science. 3C085X0
NOTE: This is the first of two courses that can satisfy “A Physical Science” high school requirement. Student must take CHM-151 and CHM-152.
|
|
CHM-152 (TCCC)
General Chemistry II
(11th & 12th Gr.)
|
This course provides a continuation of the study of the fundamental principles and laws of chemistry. Topics include kinetics, equilibrium, ionic and redox equations, acid-base theory, electrochemistry, thermodynamics, introduction to nuclear and organic chemistry, and complex ions. Upon completion, students should be able to demonstrate an understanding of chemical concepts as needed to pursue further study in chemistry and related professional fields. This course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in Natural Science. 3C095X0
NOTE: This is the second of two courses that can satisfy “A Physical Science” high school requirement. Student must take CHM-151 and CHM-152.
|
|
Earth Environmental Science
|
Earth/Environmental Science is a NC Standard Course of Study Science course designed to focus on the study of Earth Systems and Environmental Sciences. Earth systems are foundational for understanding environmental sciences and issues. Earth’s role in space, as well the influence of the Sun on life on Earth and its processes are studied. Students will learn about the function, structure and interactions of Earth’s systems including the hydrosphere, lithosphere, atmosphere, and biosphere and be able to explain how those systems individually and collectively affect the biosphere, and how human interactions affect resources and processes within these spheres. 35012X0C
|
|
Earth Environmental Science Honors
|
This course is designed for students with a sincere interest in Earth/Environmental science. This course strives to make connections among scientific disciplines that relate to core principles of Earth Science and Environmental Science. Honors level Earth/Environmental Science should appeal most to students who enjoy delving deeper into a subject and can learn to discuss and debate their positions and opinions as well as undertake further reading and additional written assignments. Students will also design and carry out topical investigations, and share the knowledge gained with their peers through action oriented projects. 35015X0C
|
AP Environmental Science
|
Is this course for you? Typical field studies include regular trips to the river to determine water quality, as well as follow up research to look at activities that might impact the water quality and developing action plans to remediate and reverse the trend in poor water quality. Another long-term field study involves comparing decomposition rates of a standardized material with data collected from replicate studies worldwide. Other activities include using real data sets to study the environmental, social, and economic impact of natural and human made disturbances. The course is fun, active, and brings together many of the other science disciplines you’ve already studied; including biology, chemistry, geology, ecology, and geography. 3A027X0
NOTE: This course will be taught face-to-face if there is enough interest. Otherwise, it may be offered online.
|
|
Physics
|
Physics is an intensive study of matter, motion, forces and energy, focusing on the mathematical interrelationships and using a problem solving approach through laboratory investigations. This course is an upper level science course that requires strong understanding and use of algebraic skills including trigonometry. This course can be taken as the “physical science” requirement in order to graduate, or as an additional advanced science elective. 34302X0C
|
|
Physics Honors
|
Honors Physics is an intensive study of matter, motion, forces and energy, focusing on the mathematical interrelationships and using a problem solving approach through laboratory investigations. This course is an upper level science course that requires strong understanding and use of algebraic skills including trigonometry. This is a college prep course that covers many of the same topics as general physics at the college level. This course can be taken as the “physical science” requirement in order to graduate, or as an additional advanced science elective. 34305X0C
|
|
AP Physics I: Algebra-Based
(Online Year-long NCVPS course)
|
This course provides a systematic introduction to the principles of Newtonian mechanics and an introduction to electrodynamics through electric circuits. Emphasizing the development of conceptual understanding and problem-solving ability using algebra and some trigonometry, it provides a foundation in physics and seeks to be representative of topics covered in similar college courses. This is a year-long course that requires a 90-minute daily class amount of time. Also, students need to spend time working at home a minimum of 30 minutes daily on the textbook readings, class discussions, assignments, and tests. The AP Physics 1 curriculum is for students who are interested in studying physics as part of the basis for more advanced work in college in the life sciences, medicine, geology, or related areas. A hands-on laboratory component is included. Students will perform laboratory experiments. For some of the experiments, students will take their own data at home or in the classroom, while for others students will obtain the data from analysis of video clips that are provided. The AP Physics 1 curriculum covers topics like kinematics, Newton’s laws, circular motion, work, energy and power, linear momentum, gravitational field, harmonic motion and waves, electric circuits and Ohm’s and Kirchhoff’s laws. The primary goals of the course are to provide a broad overview of introductory physics at the level and with the scope of the AP Physics 1 curriculum and to develop the associated skills in problem solving and laboratory work. Achieving these goals in an online course is more challenging than in a traditional course, because students must use the textbook and associated online materials as the primary resources for content and problem-solving strategies. Moreover, students need to be able to keep to a fast-paced schedule with less direct involvement from the instructor than in a traditional course. The instructor will set goals and provide instructions for completing weekly assignments, evaluate the student's work, and provide feedback. Prerequisites: Successful completion of mathematics courses and are proficient in solving linear equations, working with ratios and proportions, and using basic trigonometry. 3C0570X0
|
|
PHY-251 (TCCC)
General Physics I
(11th & 12th Gr.)
|
This course uses calculus-based mathematical models to introduce the fundamental concepts that describe the physical world. Topics include units and measurement, vector operations, linear kinematics and dynamics, energy, power, momentum, rotational mechanics, periodic motion, fluid mechanics, and heat. Upon completion, students should be able to demonstrate an understanding of the principles involved and display analytical problem-solving ability for the topics covered. This course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in Natural Science.
NOTE: This is the first of two courses that can satisfy “A Physical Science” high school requirement. Student must take PHY-251 and PHY-252.
|
|
PHY-252 (TCCC)
General Physics II
(11th & 12th Gr.)
|
This course uses calculus-based mathematical models to introduce the fundamental concepts that describe the physical world. Topics include electrostatic forces, electric fields, electric potentials, direct-current circuits, magneto static forces, magnetic fields, electromagnetic induction, alternating-current circuits, and light. Upon completion, students should be able to demonstrate an understanding of the principles involved and display analytical problem-solving ability for the topics covered. This course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in Natural Science.
NOTE: This is the second of two courses that can satisfy “A Physical Science” high school requirement. Student must take PHY-251 and PHY-252.
|
|
Forensics
|
This is an upper level course focusing on the skills, concepts, and techniques used in crime science investigation and forensic science. This course focuses on the collection, identification, and analysis of crime scene evidence. Forensic Science is the application of science (chemistry, physics, and biology) to the criminal and civil laws that are enforced by investigation agencies in a criminal justice system. This course includes the investigation of fingerprinting, fiber analysis, ballistics, arson, trace evidence analysis, poisons, drugs, blood spatters, and blood samples. Students are taught the proper collection, preservation, and laboratory analysis of various samples. Students will be exposed to several cross-curriculum scenarios, using acquired knowledge from Math 2 and Biology. It is highly recommended that students take Math 2 and Biology before taking this course. 30202X0
|
|
SOCIAL STUDIES
|
|
World History
|
The standards and objectives in the World History course will provide students the opportunity to engage in intensive application of the skills, concepts, processes, and knowledge gained in previous social studies courses and prepare them to be college, career, and civic ready. Despite there being a different overall focus for each subsequent course, students will explore the content through the following lenses: inquiry; behavioral sciences; civics and government; economics; geography; and history. As students develop cognitively, these lenses become more focused based on the grade-level content and disciplinary thinking skills.
World History is designed to be a historical study of societies, nations, economies, events, and cultures of the many regions of the world, providing historical background for each area and details inclusive of change over time, historical impact, religion, diplomacy, culture practices and beliefs, and economic, political, and social institutions. The course is intended to examine the historical development of the world and global issues and patterns since 1200. The course also explores underlying themes of: power and authority; change and continuity; human-environment interaction; globalization; cultural diffusion; and individual and group identity. The standards for this course seek to move beyond the rote teaching of world history to the teaching of history in context to the world and global society in which students currently live and need to understand. With this in mind, it is important to note that this course is not designed to be a chronological study of history through periodization. The goal of this course is to blend the historical with the contemporary and current so that students begin to acquire an understanding of how the historical events and decisions of ancient, classical, and modern history have implications or lasting impacts that have influenced the world in which we currently live. It is important for students in today’s rapidly evolving global society to be able to understand the contemporary patterns and connections of globalization. Likewise, it is
importantly they know that in order to do so, one must study the historical precedents and antecedents of those patterns and connections. Ultimately, students will be able to use this knowledge to understand and engage with the world as collaborative and productive global citizens who are knowledgeable of why history matters in a twenty-first-century world. 43032X0C
|
|
World History Honors
|
The standards and objectives in the World History course will provide students the opportunity to engage in intensive application of the skills, concepts, processes, and knowledge gained in previous social studies courses and prepare them to be college, career, and civic ready. Despite there being a different overall focus for each subsequent course, students will explore the content through the following lenses: inquiry; behavioral sciences; civics and government; economics; geography; and history. As students develop cognitively, these lenses become more focused based on the grade-level content and disciplinary thinking skills.
World History is designed to be a historical study of societies, nations, economies, events, and cultures of the many regions of the world, providing historical background for each area and details inclusive of change over time, historical impact, religion, diplomacy, culture practices and beliefs, and economic, political, and social institutions. The course is intended to examine the historical development of the world and global issues and patterns since 1200. The course also explores underlying themes of: power and authority; change and continuity; human-environment interaction;globalization; cultural diffusion; and individual and group identity. The standards for this course seek to move beyond the rote teaching of world history to the teaching of history in context to the world and global society in which students currently live and need to understand. With this in mind, it is important to note that this course is not designed to be a chronological study of history through periodization. The goal of this course is to blend the historical with the contemporary and current so that students begin to acquire an understanding of how the historical events and decisions of ancient, classical, and modern history have implications or lasting impacts that have influenced the world in which we currently live. It is important for students in today’s rapidly evolving global society to be able to understand the contemporary patterns and connections of globalization. Likewise, it is
importantly they know that in order to do so, one must study the historical precedents and antecedents of those patterns and connections. Ultimately, students will be able to use this knowledge to understand and engage with the world as collaborative and productive global citizens who are knowledgeable of why history matters in a twenty-first-century world. 43035X0C
NOTE: Honors section is for the serious student who will be held to a higher standard with additional assignments to strengthen the depth of the curriculum presented.
|
|
American History
|
The standards and objectives in the American History course will provide students the opportunity to engage in intensive application of the skills, concepts, processes, and knowledge gained in previous social studies courses and prepare them to be college, career, and civic ready. Despite there being a different overall focus for each subsequent course, students will explore the content through the following lenses: inquiry; behavioral sciences; civics and government; economics; geography; and history. As students develop cognitively, these lenses become more focused based on the grade-level content and disciplinary thinking skills.The American History course will begin with the end of the French and Indian War (1763) and end through the latest Presidential Election (i.e. 2020, 2024, etc.). While the scope begins with the French and Indian War, teachers can and should use concepts and topics prior to the French and Indian War to establish context. For example, teachers are encouraged to draw on the context of the early colonies, the origins of slavery, indigenous populations, and enlightenment thinkers. In addition, students will have studied colonial American history in the 4th, 5th, and 8th grades.
This course will explore the overarching themes, trends, and concepts of our nation’s history, including the development and evolution of the American system of government, the patterns and impact of migration and immigration, cultural development through the arts and technological innovations, relationships with foreign nations, and the role of both the individual and diverse groups in building the American story. Students in this course will be asked to investigate major turning points in American History to develop an understanding of multiple causation, to determine patterns of change and continuity, and to be able to compare multiple perspectives of the past. Rooted in Inquiry-based skills, students will trace American development while learning to craft compelling questions, synthesize and evaluate evidence, develop claims, communicate ideas, and take informed action. Students will continue to build upon previous studies of American History, the fundamental concepts in civics and government, economics, behavioral science (culture), and geography taught in grades kindergarten through eight as they examine American history. As well-rounded, productive citizens, students will leave the American History course with both the knowledge and the skills to engage with the modern world by recognizing contemporary patterns and connections. 43112X0
|
|
American History
Honors
|
The standards and objectives in the American History course will provide students the opportunity to engage in intensive application of the skills, concepts, processes, and knowledge gained in previous social studies courses and prepare them to be college, career, and civic ready. Despite there being a different overall focus for each subsequent course, students will explore the content through the following lenses: inquiry; behavioral sciences; civics and government; economics; geography; and history. As students develop cognitively, these lenses become more focused based on the grade-level content and disciplinary thinking skills.
The American History course will begin with the end of the French and Indian War (1763) and end through the latest Presidential Election (i.e. 2020, 2024, etc.). While the scope begins with the French and Indian War, teachers can and should use concepts and topics prior to the French and Indian War to establish context. For example, teachers are encouraged to draw on the context of the early colonies, the origins of slavery, indigenous populations, and enlightenment thinkers. In addition, students will have studied colonial American history in the 4th, 5th, and 8th grades.
This course will explore the overarching themes, trends, and concepts of our nation’s history, including the development and evolution of the American system of government, the patterns and impact of migration and immigration, cultural development through the arts and technological innovations, relationships with foreign nations, and the role of both the individual and diverse groups in building the American story. Students in this course will be asked to investigate major turning points in American History to develop an understanding of multiple causation, to determine patterns of change and continuity, and to be able to compare multiple perspectives of the past. Rooted in Inquiry-based skills, students will trace American development while learning to craft compelling questions, synthesize and evaluate evidence, develop claims, communicate ideas, and take informed action. Students will continue to build upon previous studies of American History, the fundamental concepts in civics and government, economics, behavioral science (culture), and geography taught in grades kindergarten through eight as they examine American history. As well-rounded, productive citizens, students
will leave the American History course with both the knowledge and the skills to engage with the modern world by recognizing contemporary patterns and connections. 43115X0
NOTE: Honors section is for the serious student who will be held to a higher standard with additional assignments to strengthen the depth of the curriculum presented.
|
|
Founding Principles of the USA & NC: Civic Literacy
|
The standards and objectives in the Founding Principles of the United States of America and North Carolina: Civic Literacy course will provide students the opportunity to engage in intensive application of the skills, concepts, processes, and knowledge gained in previous social studies courses and prepare them to be college, career, and civic ready. Despite there being a different overall focus for each subsequent course, students will explore the content through the following lenses: inquiry; behavioral sciences; civics and government; economics; geography; and history. As students develop cognitively, these lenses become more focused based on the grade-level content and disciplinary thinking skills.
This course has been legislated by N.C. Session Law 2019-82, House Bill 924. Because the civics and government strand is an integral part of the vertical learning progression of each course, kindergarten through high school, students are expected to enter this course with a fundamental knowledge and understanding of the structure and function of government and civic responsibility. This course provides students the opportunity for a deeper study of the governmental and political systems of the N.C. and the U.S. and will build upon the application of the Founding Principles as identified by N.C. Session Law 2019-82, House Bill 924. This course will allow students to examine the ways in which power and responsibility are both shared and limited by the U.S. Constitution and how the judicial, legal, and political systems of North Carolina and the United States embody the founding principles of government. Students in this course will analyze and evaluate the extent to which the American system of government guarantees, protects, and upholds the rights of citizens. Through the integration of inquiry-based learning, students will also investigate how the American system of government has evolved over time while learning how to analyze topics, issues, and claims in order to communicate ideas and take action to effect change and inform others. When opportunities can be provided, this course can be augmented by related learning experiences, both in and out of school, that enable students to apply their knowledge and understanding of how to participate in their own community and governance. Mastery of the standards and objectives of this course will inform and nurture responsible, participatory citizens who are competent and committed to the core values and founding principles of American democracy and the United States Constitution. 43182X0
|
|
Founding Principles of the USA & NC: Civic Literacy
Honors
|
The standards and objectives in the Founding Principles of the United States of America and North Carolina: Civic Literacy course will provide students the opportunity to engage in intensive application of the skills, concepts, processes, and knowledge gained in previous social studies courses and prepare them to be college, career, and civic ready. Despite there being a different overall focus for each subsequent course, students will explore the content through the following lenses: inquiry; behavioral sciences; civics and government; economics; geography; and history. As students develop cognitively, these lenses become more focused based on the grade-level content and disciplinary thinking skills. This course has been legislated by N.C. Session Law 2019-82, House Bill 924. Because the civics and government strand is an integral part of the vertical learning progression of each course, kindergarten through high school, students are expected to enter this course with a fundamental knowledge and understanding of the structure and function of government and civic responsibility. This course provides students the opportunity for a deeper study of the governmental and political systems of the N.C. and the U.S. and will build upon the application of the Founding Principles as identified by N.C. Session Law 2019-82, House Bill 924. This course will allow students to examine the ways in which power and responsibility are both shared and limited by the U.S. Constitution and how the judicial, legal, and political systems of North Carolina and the United States embody the founding principles of government. Students in this course will analyze and evaluate the extent to which the American system of government guarantees, protects, and upholds the rights of citizens. Through the integration of inquiry-based learning, students will also investigate how the American system of government has evolved over time while learning how to analyze topics, issues, and claims in order to communicate ideas and take action to effect change and inform others. When opportunities can be provided, this course can be augmented by related learning experiences, both in and out of school, that enable students to apply their knowledge and understanding of how to participate in their own community and governance. Mastery of the standards and objectives of this course will inform and nurture responsible, participatory citizens who are competent and committed to the core values and founding principles of American democracy and the United States Constitution. 43182X0
NOTE: Honors section is for the serious student who will be held to a higher standard with additional assignments to strengthen the depth of the curriculum presented.
|
|
Economics and Personal Finance
|
The standards and objectives in the Economics and Personal Finance course will provide students the opportunity to engage in intensive application of the skills, concepts, processes, and knowledge gained in previous social studies courses and prepare them to be college, career, and civic ready.
The North Carolina Department of Public Instruction (NCDPI) and the State Board of Education (SBE) supports the development of students who understand economic decisions, use money wisely, understand education and career choices, and understand how to be financially responsible citizens. Students should be provided with the agency, tools, and knowledge necessary to live in and contribute to a financially sound society. The Economics and Personal Finance (EPF) course is intended to be a study of economics, personal finance, income and education, money management, critical consumerism, and financial planning. This course has been legislated by N.C. Session Law 2019-82, House Bill 924. Because the study of economics and personal finance is an integral part of the learning progression of each course, kindergarten through high school, this course expects students to enter possessing a fundamental knowledge and understanding of the basic principles of economics and money management. When opportunities can be provided, this course can be augmented by related learning experiences, both in and out of school, that enable students to apply their knowledge and understanding of how to participate in their own financial literacy. Mastery of the standards and objectives of this course will inform and nurture responsible, participatory citizens who are competent and committed to responsible money management and financial literacy. 43192X0
This course will be a graduation requirement for students who begin their freshman year in the 2020-2021 academic year and beyond.
|
Economics and Personal Finance Honors
|
The standards and objectives in the Economics and Personal Finance course will provide students the opportunity to engage in intensive application of the skills, concepts, processes, and knowledge gained in previous social studies courses and prepare them to be college, career, and civic ready. The North Carolina Department of Public Instruction (NCDPI) and the State Board of Education (SBE) supports the development of students who understand economic decisions, use money wisely, understand education and career choices, and understand how to be financially responsible citizens. Students should be provided with the agency, tools, and knowledge necessary to live in and contribute to a financially sound society. The Economics and Personal Finance (EPF) course is intended to be a study of economics, personal finance, income and education, money management, critical consumerism, and financial planning. This course has been legislated by N.C. Session Law 2019-82, House Bill 924. Because the study of economics and personal finance is an integral part of the learning progression of each course, kindergarten through high school, this course expects students to enter possessing a fundamental knowledge and understanding of the basic principles of economics and money management. When opportunities can be provided, this course can be augmented by related learning experiences, both in and out of school, that enable students to apply their knowledge and understanding of how to participate in their own financial literacy. Mastery of the standards and objectives of this course will inform and nurture responsible, participatory citizens who are competent and committed to responsible money management and financial literacy. 43195X0
This course will be a graduation requirement for students who begin their freshman year in the 2020-2021 academic year and beyond. NOTE: Honors section is for the serious student who will be held to a higher standard with additional assignments to strengthen the depth of the curriculum presented.
|
|
HIS-111 (TCCC)
World Civilization I
(11th & 12th Gr.)
|
This course introduces world history from the dawn of civilization to the early modern era. Topics include Eurasian, African, American, and Greco-Roman civilizations and Christian, Islamic and Byzantine cultures. Upon completion, students should be able to analyze significant political, socioeconomic, and cultural developments in pre-modern world civilizations. This course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in Social/Behavioral Sciences. This is a dual enrolled class through TCCC and counts for college and high school credit. 4C035X0
NOTE: This is the first of two courses that can satisfy the World History high school requirement. Student must take HIS-111 and HIS-112.
|
|
HIS-112 (TCCC)
World Civilization II
(11th & 12th Gr.)
|
This course introduces world history from the early modern era to the present. Topics include the cultures of Africa, Europe, India, China, Japan, and the Americas. Upon completion, students should be able to analyze significant political, socioeconomic, and cultural developments in modern world civilizations. This course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in Social/Behavioral Sciences. 4C045X0
NOTE: This is the second of two courses that can satisfy the World History high school requirement. Student must take HIS-111 and HIS-112.
|
|
HIS-131 (TCCC)
American History I
(11th & 12th Gr.)
|
This course is a survey of American history from prehistory through the Civil War era. Topics include the migrations to the Americas, the colonial and revolutionary periods, the development of the Republic, and the Civil War. Upon completion, students should be able to analyze significant political, socioeconomic, and cultural developments in early American history. This course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in Social/Behavioral Sciences. This is a Universal General Education Transfer Component (UGETC) course. This is a dual enrolled class through TCCC and counts for college and high school credit. 4C055X0C
NOTE: HIS-131 will satisfy American History I requirement.
|
|
HIS-132 (TCCC)
American History II
(11th & 12th Gr.)
|
This course is a survey of American history from the Civil War era to the present. Topics include industrialization, immigration, the Great Depression, the major American wars, the Cold War, and social conflict. Upon completion, students should be able to analyze significant political, socioeconomic, and cultural developments in American history since the Civil War. This course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in Social/Behavioral Sciences. This is a Universal General Education Transfer Component (UGETC) course. This is a dual enrolled class through TCCC and counts for college and high school credit 4C065X0
NOTE: HIS-132 will satisfy American History II requirement.
|
|
AP World History: Modern
(Online Year-long NCVPS course)
|
This is a year-long course that requires a 90-minute daily class amount of time. Also, students need to spend time working at home a minimum of 30 minutes daily on the textbook readings, class discussions, assignments, and tests. The AP World History course requires students to engage with the dynamics of continuity and change across historical periods that are included in the course. Students will be taught to analyze the process and causes involved in these continuities and change. In order to do so, students will be taught to focus on overarching themes, which serve throughout the course, as unifying threads, helping students to put what is particular about each period or society into a larger framework. The themes also provide ways to make comparisons over time and facilitate cross-period questions. Students will work with a college level textbook throughout the course in preparation for the AP World History exam. Prerequisites: Success in advanced or honors level work. 4A097X0
NOTE: It is highly recommended for the student to complete Honors World History before taking this course.
|
|
AP European History
(Online Year-long NCVPS course)
|
This is a year-long course that requires a 90-minute daily class amount of time. Also, students need to spend time working at home a minimum of 30 minutes daily on the textbook readings, class discussions, assignments, and tests. AP European History is a college level survey course that covers the time period from approximately 1450 until the present. The course will cover economic, social, cultural, intellectual, political, and diplomatic themes in European History. Students will be expected to develop analytical thinking and persuasive writing skills in dealing with historical evidence and interpretation. Students are expected to complete the AP European History exam in the spring.
Prerequisites: Successful completion of honors or AP level World History.
|
|
AP United States Government & Politics
(Online Year-long NCVPS course)
|
This is a year-long course that requires a 90-minute daily class amount of time. Also, students need to spend time working at home a minimum of 30 minutes daily on the textbook readings, class discussions, assignments, and tests. AP Government and Politics US includes general concepts used to interpret US politics (specific examples will be analyzed). Students in this course will confront critical questions about the American political landscape and their roles as citizens. We will question the compatibility of capitalism and democracy, the balance between security and liberty, and the relationship between rights and responsibilities. Our attention will focus on Constitutional principles, the political process, policy-making institutions, rights and liberties, and the politics of national policy. We will analyze such important concepts as social capital, immigration, inequality, racism, education, First Amendment rights, and the media. Students will not only read their textbook and numerous outside readings in one semester, but they should anticipate an average of one hour of homework per night. Students will complete work on challenging projects and sophisticated tests and will be expected to contribute to critical discussion. Students will complete weekly journal reviews of political events. 4A067X0
Prerequisites: A foundation of government met by taking Civics and Economics.
|
|
AP Human Geography
(Online Year-long NCVPS course)
|
This is a year-long course that requires a 90-minute daily class amount of time. Also, students need to spend time working at home a minimum of 30 minutes daily on the textbook readings, class discussions, assignments, and tests. The purpose of the AP course in Human Geography is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth's surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice.
The general themes of AP Human Geography are as follows: 1) Geography is fundamentally concerned with the ways in which patterns on Earth’s surface reflect and influence physical and human processes. 2) Geography looks at the world from a spatial perspective—seeking to understand the changing spatial organization and material character of Earth’s surface. 3) Geographical analysis requires a sensitivity to scale—not just a spatial category but as a framework for understanding how events and processes at different scales influence one another.
4) Geography is concerned not simply with describing patterns, but with analyzing how they came about and what they mean.
5) Geography is concerned with the ways in which events and processes operating in one place can influence those operating at other places. 6) The overall goal of AP Human Geography is to introduce students to the study of geography as a social science by emphasizing the relevance of geographic concepts to human problems. Course Materials: Microsoft Word. 4A027X0
Prerequisites: Successful completion of an honors or AP level social studies or English course. A strong background in science is also encouraged.
|
|
Psychology
|
Psychology is designed to engage students in the understanding, articulation, and dissemination of psychology as a social science. Students are introduced to psychology, with a focus on the study of human development, learning, motivation, and personality. The course emphasizes the empirical examination of behavior and mental processes and offers perspectives that foster students' growth, development, and understanding of cultural diversity. Students of psychology acquire information from a variety of sources, use information as they make decisions and evaluations, and solve problems. 44032X0C
NOTE: If there are 10 or more students at one school enrolled then it will be offered as an in-person class. If not, then it may be available online via CCVS.
|
|
PSY-150 (TCCC) General Psychology
|
This course provides an overview of the scientific study of human behavior. Topics include history, methodology, biopsychology, sensation, perception, learning, motivation, cognition, abnormal behavior, personality theory, social psychology, and other relevant topics. Upon completion, students should be able to demonstrate a basic knowledge of the science of psychology. This course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in Social/Behavioral 250 Course Descriptions Sciences. This is a Universal General Education Transfer Component (UGETC) course. This is a dual enrolled class through TCCC and counts for college and high school credit. 4C085X0
|
|
AP Psychology
(Online Year-long CCVS or NCVPS course)
|
This is a year-long course that requires a 90-minute daily class amount of time. Also, students need to spend time working at home a minimum of 30 minutes daily on the textbook readings, class discussions, assignments, and tests. Psychology is the study of behavior and mental processes. It is a science with roots in the fields of biology, philosophy and physiology. The philosophical background causes psychologists to wonder about the behavior and thinking of humans, and the more science-based knowledge allows us to test our hypotheses. This introductory course will expose students to many of the fields of interest within Psychology. Topics covered will be the more familiar Personality Development, Altered States of Consciousness (sleep, dreams, and hypnosis), Learning, Memory, and Abnormal Behavior. Students will also study the Biological Basis of Behavior, Motivation, Sensation, Perception, Health Psychology and Social Psychology. The methods, including statistics, for completing psychological research will also be introduced in AP Psychology. Students will complete approximately 4 chapters each nine weeks. Assignments will include the completion of study guides, web based simulations, out of class activities, group discussions and experiments. It is expected that the reading and assignments for AP Psychology will take approximately 90 minutes per day, which includes class time. More time will need to be budgeted for special projects or exams. Prerequisites: There are no prerequisite classes for AP Psychology, though students who have taken regular or Honors Psychology may find themselves slightly more familiar with some topics in AP Psychology. 4A057X0
|
|
HEALTH & PHYSICAL EDUCATION
|
|
Health and P.E. Grades 9-12
9th Grade Only Requirement to Graduate
|
The Health curriculum will deal with Stress Management, Health risks, Relationships, Nutrition/Weight Management, and Substance Abuse. The Physical Education curriculum is designed to improve physical fitness, enhance motor skills for successful participation in a lifetime of sports, and help build a positive self- image through participation in physical education. Required for 9th grade students. COURSE NOTE: This course is required of all students for graduation. 60492X0
|
|
Physical Education (9-12) Boys/Fall
|
Boys Advanced PE Fall Semester. This course focuses on game/sport skills and emphasizes personal physical fitness through weight training and fitness drills to achieve strength advancement and conditioning. 60292X0BF
|
|
Physical Education (9-12) Boys/Spring
|
Boys Advanced PE Spring Semester. This course focuses on game/sport skills and emphasizes personal physical fitness through weight training and fitness drills to achieve strength advancement and conditioning. 60292X0BS
|
|
Physical Education (9-12) Girls/Fall
|
Girls Advanced PE for Fall Semester. This course focuses on game/sport skills and emphasizes personal physical fitness through weight training and fitness drills to achieve strength advancement and conditioning. 60292X0GF
|
|
Physical Education
(9-12) Girls/Spring
|
Girls Advanced PE for Spring Semester. This course focuses on game/sport skills and emphasizes personal physical fitness through weight training and fitness drills to achieve strength advancement and conditioning. 60292X0GS
|
|
Physical Fitness
|
The fitness class will involve participation in a physical fitness program and lifetime carry-over sports. Class activities will include warm-up and conditioning exercises as well as lifetime sports activities. These sports that could be included (but will depend on equipment and availability) are:bowling golf, tennis, and hiking, weight training, running/jogging, horseshoes, line dancing, kickboxing, aerobics, yoga, fly fishing and archery. Prerequisite: Health/Physical Education. 60602X0
|
|
Sports Medicine I/Honors
(AHS only)
|
This course is designed as an introduction to the fields of sports medicine, athletic training, and physical therapy. Students will gain exposure to the basic information relevant to the prevention, recognition, first aid, and rehabilitation of athletic injuries. Body systems, basic physiology, and proper exercise techniques are also covered. Regular 60632X0 Honors 60635X0
|
|
HEA110 TCCC Personal Health/Wellness
|
This course provides an introduction to basic personal health and wellness. Emphasis is placed on current health issues such as nutrition, mental health, and fitness. Upon completion, students should be able to demonstrate an understanding of the factors necessary to the maintenance of health and wellness. This course has been approved to satisfy the Comprehensive Articulation Agreement for transferability as a pre-major and/or elective course requirement. 6C015X0
|
|
CAREER AND TECHNICAL EDUCATION
|
|
Architecture & Construction
|
|
Construction Core
IC00
|
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 construction drawing blueprints, material handling, basic communication skills, 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. * Due to potentially hazardous equipment, a maximum enrollment of 20 is recommended. Maximum enrollment: 20
NOTE: This course is the prerequisite for Carpentry I.
NOTE: Students planning to attend a 2-year college or enter the workforce can take this course along with Carpentry I to complete 4th math.
|
Carpentry I IC21
|
This course covers basic carpentry terminology and develops technical aspects of carpentry with emphasis on the development of introductory skills to include orientation to the trade, building materials, fasteners, and adhesives, hand and power Tools, reading plans and elevations, introduction to concrete, reinforcing materials, and forms, floor system construction procedures, wall and ceiling framing procedures, and basic stair layout. English language arts and mathematics are reinforced. *Due to potentially hazardous processes and equipment a maximum enrollment of 20 is recommended. Maximum enrollment: 20
Prerequisite: Students MUST complete Construction Core before taking this course. This course is the prerequisite for Carpentry II.
NOTE: Students planning to attend a 2-year college or enter the workforce can take this course along with Core and Sustainable Construction to complete 4th math.
|
Carpentry II IC22 IH
|
This Concentrator course builds on skills mastered in Carpentry I and provides an emphasis on roof framing procedures, roofing applications, thermal and moisture protection, windows and exterior doors installation, exterior finishing, and the introduction to weatherization module. English language arts and mathematics are reinforced. *Due to potentially hazardous processes and equipment a maximum enrollment of 20 is recommended.
Prerequisite: Construction Core and Carpentry I. Maximum enrollment: 20
|
|
Carpentry III IC23 IH
|
This course builds on skills mastered in Carpentry II and develops advanced technical aspects of carpentry with the emphasis on commercial drawing, cold-formed steel framing construction methods, drywall installations, drywall finishing procedures, doors and door hardware installation, and windows, door, floor and ceiling trim procedures. English language arts and mathematics are reinforced. Due to potentially hazardous processes and equipment a maximum enrollment of 20 is recommended.
Prerequisite: Construction Core, Carpentry I & II
|
|
Electrical Trades I IC41
|
This course covers basic electrical trades’ terminology and develops technical aspects of electrical trades with emphasis on the development of introductory skills, such as residential wiring, electrical installation, and service. Topics include orientation to the electrical trade, electrical safety, introduction to electrical circuits, electrical theory, introduction to the National Electric Code, device boxes, hand bending techniques, raceways and fittings, and introduction to weatherization. English language arts, mathematics, and science are reinforced.
Prerequisite: Construction Core. Due to potentially hazardous processes and equipment a maximum enrollment of 20 is recommended.
|
|
Electrical Trades II Honors IC42 IH
|
This course builds on skills mastered in Electrical Trades I and provides an emphasis on conductors and cables, construction drawings, residential electric services, electrical test equipment usage, alternating current (A/C) theory, grounding and bonding techniques, motors: theory and application, and electric lighting to structures. English language arts, mathematics, and science are reinforced.
Prerequisite: Construction Core & Electrical Trades I. Due to potentially hazardous processes and equipment a maximum enrollment of 20 is recommended.
|
|
Arts, A/V Technology, & Communications
|
Adobe Visual Design II41
|
This course is a project-based course that develops ICT, career, and communication skills in print and graphic design using Adobe tools. This course is aligned to Adobe Photoshop, InDesign, and Illustrator certification. English language arts are reinforced. Maximum enrollment: 25
|
|
Adobe Visual Design Honors II41 H
|
This course is a project-based course that develops ICT, career, and communication skills in print and graphic design using Adobe tools. This course is aligned to Adobe Photoshop, InDesign, and Illustrator certification. English language arts are reinforced.
NOTE: Honors section is for the serious student who will be held to a higher standard with additional assignments to strengthen the depth of the curriculum presented.
|
|
Adobe Video Design II45
|
This course is a project-based video course that develops career and communication skills in video production using Adobe tools. This course is aligned to Adobe Premiere certification. English language arts are reinforced. Maximum enrollment: 25
|
Adobe Video Design Honors
II45 H
|
This course is a project-based video course that develops career and communication skills in video production using Adobe tools. This course is aligned to Adobe Premiere certification. English language arts are reinforced. NOTE: Honors section is for the serious student who will be held to a higher standard with additional assignments to strengthen the depth of the curriculum presented.
|
|
Business Management & Administration, Finance, & Marketing
|
Entrepreneurship I ME11
|
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 startup requirements. English language arts and social studies are reinforced. Prerequisite: Marketing or Principles of Business and Finance.
|
|
Entrepreneurship I Honors ME11H
|
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 startup requirements. English language arts and social studies are reinforced. Students will be expected to complete an honors syllabus.
|
|
Entrepreneurship II Honors
ME12
|
In this course, students develop an understanding of pertinent decisions to be made after obtaining financing to open a small business. Students acquire 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. Maximum enrollment: 25
Prerequisite: Entrepreneurship I.
|
|
Business Essentials
BF10
|
This course will introduce students to realistic business and finance principles by examining fundamental economic concepts, the business environment, and primary business activities. Through workplace scenarios and problem-based learning, students will explore business ethics, customer relations, economics, financial analysis, human resources management, information management, marketing, operations, and business technology.
|
|
Financial Planning I BF21
|
This course is designed to cover key strategies for wealth building as students learn to evaluate businesses for investment opportunities while incorporating current headlines and trends, financial resources, and stock market simulation. Also students will develop techniques to enhance personal wealth building for a secure financial future. Current technology will be used to acquire information and to complete activities. Throughout the course, students are presented with ethical dilemmas and problem-solving situations for which they must apply academic, team-building and critical-thinking skills. Prerequisite: Business Essentials BF10
|
|
Health Science
|
|
Foundations of Health Science HU10
|
This course is designed to assist potential health care workers in their role and function as health team members. Topics include medical terminology, the history of health care, healthcare agencies, ethics, legal responsibilities, health careers, holistic health, health care trends, cultural awareness, communication, medical math, leadership, and career decision making. English language arts are reinforced. Maximum enrollment: 30
|
|
Health Science I HU40
|
This course focuses on human anatomy, physiology, human body diseases and disorders, and biomedical therapies. Students will learn about healthcare 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. Maximum enrollment: 30
|
|
Health Science I Honors HU40 H
|
This course focuses on human anatomy, physiology, human body diseases and disorders, and biomedical therapies. Students will learn about healthcare 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. Maximum enrollment: 30
NOTE: Honors section is for the serious student who will be held to a higher standard with additional assignments to strengthen the depth of the curriculum presented.
|
|
Health Science II HU42
|
This course is designed to help students expand their understanding of financing and trends of healthcare 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 for healthcare professionals. English language arts and science are reinforced in this course.
Prerequisite: HU40 Health Science I OR HP71 PLTW Human Body Systems Maximum enrollment: 20
|
|
Health Science II Honors HU42 H
|
This course is designed to help students expand their understanding of financing and trends of healthcare 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 for healthcare professionals. English language arts and science are reinforced in this course. Maximum enrollment: 20
Prerequisite: HU40 Health Science I OR HP71 PLTW Human Body Systems
NOTE: Honors section is for the serious student who will be held to a higher standard with additional assignments to strengthen the depth of the curriculum presented.
|
|
Nursing Fundamentals
Honors HN43
(2 block course & counts as 2 credits)
|
This course is designed for students interested in medical careers where personal care and basic nursing skills are used. This course is an enhanced adaptation of the North Carolina Division of Health Service Regulation (DHSR) Nurse Aide I (NAI) curriculum and helps prepare students for the National Nurse Aide Assessment (NNAAP). Students who pass the NNAAP become listed on the NC NAI Registry. English language arts mathematics, and science are reinforced. Recommended maximum enrollment: 10
NOTE: Enrollment is limited per North Carolina Board of Nursing (BON) Administrative Rule 21 NCAC 36.0318(i), which requires the ratio of teacher to nurse aide students be 1:10 or less during lab instruction, demonstration, skills practice, and while in the clinical area.
Prerequisites: Health Science I, and Health Science II. This course is recommended for senior year students. Juniors may be admitted, with approval and if space is available.
|
|
Pharmacy Technician
Honors HH32
|
This course has self-paced, online instruction designed to prepare high school seniors for a pharmacy technician career. Topics included in this 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. The Accreditation Council for Pharmacy Education (APCE) accredits this course. Upon successful completion of this course and after graduation, the student is eligible to take the Pharmacy Technician Certification Board (PTCB) exam. Maximum Enrollment: 20
Prerequisite: Health Science II or Biomedical Technology II
NOTE: Students must have a 3.5 GPA and have successfully completed an online course. Pharmacy Technician is an online course. This course is for seniors only.
|
|
Hospitality & Tourism
|
|
Sport & Event Marketing I MH31
|
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. Maximum Enrollment: 30
|
|
Sport & Event Marketing II
MH32
|
In this course, students will apply their knowledge of promotion and marketing for the sport and event industries. The topics to be covered are the marketing environment, promotional activities, communications, product-mix strategies and financial and economic impacts.
Prerequisite: Sport and Event Marketing I
|
|
Human Services
|
|
Child Development FE60
|
This course introduces students to responsible nurturing and basic application of child development theory, focusing on prenatal development through children age 5. Areas of study include the effects of family on individuals and society; prenatal development and care; and understanding how children develop physically, cognitively, emotionally, and socially.
|
|
Counseling and Mental Health I FC13
|
This course is designed to introduce students to the counseling and mental health field through understanding how to create healthy, respectful, and caring relationships across the lifespan. Emphasis is placed on understanding mental health, family and friend dynamics, effective communication, and healthy intrapersonal and interpersonal relationships. English/language arts, social studies, and technology are reinforced.
|
|
Counseling and Mental Health I FC14
|
Students in this course will gain a deeper understanding for the counseling and mental health field and factors that affect mental health. Emphasis is placed on understanding the human brain and psyche, theories of development, mental disorders, treatment options, and teen violence issues. Activities engage students in exploring various counseling and mental health careers, while building essential life literacy skills they can apply in their own lives to achieve optimal well-being. English/language arts, social studies, science, technology, interpersonal relationships are reinforced.
Prerequisite: Counseling and Mental Health I
|
|
Food & Nutrition I FN41
|
This course examines the nutritional needs of the individual. Emphasis is placed on fundamentals of food production, kitchen and meal management, food groups and their preparation, 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 standards and workplace readiness skills through authentic experiences. Maximum enrollment: 20
|
|
Food & Nutrition II FN42
|
In this course, students experience the intersection of nutrition science and food preparation, while building skills for an expanding range of career opportunities. Emphasis is placed on health and social responsibility while improving the way people eat. Students learn how to manage food safety; plan and prepare meals for a variety of consumers and clients; and explore the food system and global cuisines. *For safety and sanitation reasons, enrollment should not exceed 20 in this course. English/language arts, social studies, mathematics, science, technology, interpersonal relationships 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.
Prerequisite: Food & Nutrition I. Maximum enrollment: 20
|
|
Computer Science, IT, and Technology Education
|
|
CompTIA IT Fundamentals BI12
|
This course is designed for students to develop knowledge and skills required to identify and explain the basics of computing, IT infrastructure, application and software, software development, database fundamentals, and security. The course is also designed for students to develop the ability to demonstrate knowledge and skills to install software, establish basic network connectivity, identify or prevent basic security risks, explain troubleshooting theory, and provide preventative maintenance for devices. English, language arts, mathematics, and science are reinforced.
|
|
Computer Science Principles I BP41
|
Computer Science I is an introductory course intended to familiarize students with the general concepts and thinking practices of computing, computer science, and information science. Students will learn computing concepts through authentic visual and interactive projects using visual programming languages. Students will focus on the "big CS ideas" in creative ways that emphasize conceptual knowledge and thinking practices rather than on programming alone. The big ideas in CSP include computing as a creative activity, abstraction, facilitating knowledge creation through computing, algorithms, problem-solving, the Internet, and the global impact of computing. Emphasis is placed on problem-solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Art, English language arts, and mathematical concepts are reinforced. Maximum enrollment: 30
|
|
Computer Science Principles II BP42
|
n This is a second level introductory course in computer science (based on The Beauty and Joy of Computing) builds on the foundation of Computer Science I. This course offers a more in depth examination of the "big CS ideas" including a broad range of foundational topics such as programming, algorithms, the internet, big data, digital privacy and security, and the societal impacts of computing. Emphasis is placed on problem-solving, communication, creativity, and exploring the impacts of computing on how we think, communicate, work, and play. Students will extend their programming skills to include more complex constructs including objects and data abstraction. As an option, performance tasks may be included to obtain AP credit.
Prerequisite: Computer Science I. Maximum enrollment: 30
|
|
Law, Public Safety, Corrections & Security
|
|
Public Safety I IP11
|
This course provides basic career information in public safety including corrections, emergency and fire management, security and protection, law enforcement, and legal services. FEMA certifications NIMS 100,200, 700, 800 are also a part of this course. Additionally students will develop a personal plan for a career in public safety. The course includes skills in each area, using resources from the community to help deliver instruction to the students. English language arts are reinforced. Maximum enrollment: 30
|
|
Public Safety II IP12
|
This course provides a deeper level of understanding of career information in public safety by focusing on the Community Emergency Response Team (C.E.R.T.) Certification and NECI 40-hour 9-1-1 Basic Communications course certification. CERT is a Federal Emergency Management Administration (FEMA) developed certification that incorporates all areas of public safety. Additionally, NECI 911 Basic Communications is covered in this course. Prerequisite: Public Safety I
|
|
Emergency Management I IP51
|
This course is the first in a series of courses aligned to the Emergency Management certifications from FEMA and are recommended by the North Carolina Emergency Management Office at the NC Department of Public Safety as appropriate for high school students. These certifications are those required by professionals in this field. The course includes skills in each area, using resources from the community to help deliver instruction to the students. English, language arts are reinforced. Prerequisite: Public Safety I
|
|
Manufacturing
|
|
Advanced Manufacturing I IM11 IH
|
This course is the first part of a two part sequence on the basic functional knowledge and skills needed in the advance manufacturing environment. This course covers introduction to manufacturing , safety, and equipment maintenance and is based upon the Manufacturing Skills Standards Council's (MSSC) Certified Production Technicians certification (CPT). CPT is recognized by manufacturers in NC and the USA as a fundamental certification needed by advanced manufacturing production workers. Topics included in this course include Introduction to Advanced Manufacturing, Communications, Production Teams, Training & Leadership, Safety Organization, Personal Protective Equipment, Fire and Electrical Safety, Work Area Safety, Hazardous Material Safety, Tool and Machine Safety, Material Handling Safety, Welding, Basic Electrical Circuits, Electrical Measurement, Electrical Power, Pneumatic, Power Systems, Hydraulic Power Systems, Lubrication Concepts, Bearings and Couplings, Belt Drives, Chain Drives, Machine Control Concepts, and Machine Automation. English language arts are reinforced.
|
|
Advanced Manufacturing II IM12 IH
|
This course is the second part of a two-part sequence on the basic functional knowledge and skills needed in the advanced manufacturing environment. This course covers quality and processes and is based upon the Manufacturing Skills Standards Council's (MSSC) Certified Production Technicians certification (CPT). CPT is recognized by manufacturers in NC and the USA as a fundamental certification needed by advanced manufacturing production workers. Topics included in this course include periodic or statistically based internal quality audit activities, calibration of gages and other data collection equipment, continuous improvements, inspection materials and product/process, documentation of quality tests, communication of quality problems, corrective actions used to restore or maintain quality, record process outcomes and trends, fundamentals of blueprint reading, the use of common measurement systems and precision measurement tools, identifying customer needs, determining resources available for the production process, setting up and verifying equipment for the production process, team production goals, making job assignments, coordinating workflow with team members and other workgroups, production and material requirements and product specifications, perform, monitor and document the process to make the product, document product and process compliance with customer requirements, and prepare final product for shipping or distribution. Prerequisite: Advanced Manufacturing I
|
|
Woodworking I IM21
|
This course introduces career information, employment opportunities, and skills required for work in the woodworking and cabinetmaking industry. Topics include the woodworking industries, health, and safety design and layout, materials, hand tools, power tools, portable and stationary, preparation, construction and assembly, and finishing. English language arts and mathematics are reinforced. Due to potentially hazardous processes and equipment a maximum enrollment of 20 is recommended.
|
|
Marketing
|
|
Marketing MM51
|
This course is designed to introduce students to the dynamic processes and activities in marketing. The experience includes students developing an understanding and skills in the areas of distribution, marketing-information management, market planning, pricing, product/service management, promotion, and selling. Also students develop an understanding of marketing functions applications and impact on business operations. English language arts, mathematics, and social studies are reinforced. Maximum enrollment: 30
|
|
Marketing Applications MA52
|
In this course, students will apply an understanding of marketing functions and impact of the functions on business decisions. Through problem solving and critical thinking, students will apply knowledge and skills in the areas of customer relations, economics, financial analysis, channel management, marketing-information management, marketing planning, products and services management, and selling. Relative opportunities are available for students to use technology to acquire and use marketing information. English, language arts, and social studies are reinforced. Maximum enrollment: 30
|
|
Science, Technology, Engineering, & Mathematics (STEM)
|
|
Technology Engineering and Design (TE11)
|
This course prepares students to understand and apply technological concepts and processes that are the cornerstone for the high school technology program. Group and individual activities engage students in creating ideas, developing innovations, and engineering practical solutions. Technology content, resources, and laboratory/classroom activities apply student applications of science, mathematics, and other school subjects in authentic situations. This course focuses on the three dimensions of technological literacy knowledge, ways of thinking and acting, and capabilities with the goal of students developing the characteristics of technologically literate citizens. It employs teaching/learning strategies that enable students to explore and deepen their understanding of "big ideas" regarding technology and makes use of a variety of assessment instruments to reveal the extent of understanding.
|
|
Technological Design (TE12
|
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, student 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 required. Prerequisite: Technology Engineering and Design
|
|
Transportation, Distribution, & Logistics
|
|
Drone Technology Fundamentals ID10
|
This course will provide students knowledge in the field of aviation related to drone technology. Students will also learn the skills needed to fly basic drones for recreational purposes. English language arts are reinforced.
|
|
Drone Technology I ID11
|
This course is designed to provide students basic information about the drone industry to gain an understanding of careers and skills in this field. FAA 14 CFR part 107 (The Small UAS Rule), officially known as "Part 107 Remote Pilot Certificate" is covered. The Small UAS rule adds a new part 107 to Title 14 Code of Federal Regulations (14 CFR) to allow for routine civil operation of small Unmanned Aircraft Systems (UAS) in the National Airspace System (NAS) and provide safety rules for those operations. This course is also designed for an introduction to basic flight of drones to include manual flight and flight and mapping software. Minimum 16 age requirement for enrollment by the end of the course due to FAA Part 107 U.S. Commercial Drone Pilot Certification testing age requirement. English language arts are reinforced. Maximum enrollment: 15
|
|
Drone Technology II ID12
|
This course is designed to provide students, who have their FAA CFR 14 Part 107 (The Small UAS Rule), officially known as "Part 107 Remote Pilot Certificate", the knowledge and skills needed to be a commercial pilot in the Drone Industry. Entrepreneurship, Fleet management, and Drone mapping are included in this course. Students will fly a variety of mission types to include Construction, Agriculture, Public Safety, Power and Energy, and Cinematography. English language arts are reinforced. Prerequisite: Drone Technology 1
|
|
Supplemental CTE Courses
|
|
CompTIA IT Fundamentals BI12
|
This course is designed for students to develop knowledge and skills required to identify and explain the basics of computing, IT infrastructure, application and software, software development, database fundamentals, and security. The course is also designed for students to develop the ability to demonstrate knowledge and skills to install software, establish basic network connectivity, identify or prevent basic security risks, explain troubleshooting theory, and provide preventative maintenance for devices. English, language arts, mathematics, and science are reinforced.
|
|
Drone Technology Fundamentals ID10
|
This course will provide students knowledge in the field of aviation related to drone technology. Students will also learn the skills needed to fly basic drones for recreational purposes. English language arts are reinforced.
|
|
CTE Internship
(Juniors & Seniors Only) WB07,WB11,WB15,WB23,WB31,WB35,WB39,WB43,WB47,WB51,WB55,WB63,WB59
|
CTE Internships allow 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. Internships can be competitive or non-competitive. See your School Counselor, Career Development Coordinator, or CTE teacher for more details.
NOTE: Students interested will sign up for CTE Internship and once placement is determined, the course name will be changed to meet state course code requirement, i.e. CTE Internship AAVC or AAVC Honors.
|
|
Microsoft Excel Honors BM20 IH
(Counts as 4th math for students planning to attend a 2-year college or enter workforce beginning with the Class of 2024 (incoming freshman 2020-2021)
|
Students in the Microsoft Imagine Academy benefit from world-class Microsoft curriculum and cutting-edge software tools to tackle real-world challenges in the classroom environment. This class is designed to prepare students for successful completion of the Microsoft Office Specialist Excel Core and Excel Expert exams. Successful candidates for the Microsoft Office Specialist Excel certification exam will have a fundamental understanding of the Excel environment and the ability to complete tasks independently. They will know and demonstrate the correct application of the principle features of Excel. Candidates create and edit a workbook with multiple sheets and use a graphic element to represent data visually. Workbook examples include professional-looking budgets, financial statements, team performance charts, sales invoices, and data entry logs. Expert-level candidates for the Excel exam have an advanced understanding of the Excel environment and have the ability to guide others to the proper use of the program’s features. They create, manage, and distribute professional spreadsheets for a variety of specialized purposes and situations. They customize their Excel environments to meet project needs and to enhance productivity. Expert workbook examples include custom business templates, multiple-axis financial charts, amortization tables, and inventory schedules. Career possibilities may include accountants, financial analysts, data analysts, commercial bankers, and others.
NOTE: Honors section is for the serious student who will be held to a higher standard with additional assignments to strengthen the depth of the curriculum presented
NOTE: Counts as 4th math for students planning to attend a 2-year college or enter workforce beginning with the Class of 2024 (incoming freshman 2020-2021)
|
|
Microsoft Word and PowerPoint BM10
|
Students in the Microsoft Imagine Academy 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 current 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 current version of Microsoft PowerPoint interface, commands, and features to create, enhance, customize, and deliver presentations. Art and English language arts are reinforced. Maximum enrollment: 30
|
|
Microsoft Word and PowerPoint
Honors BM10 H
|
Students in the Microsoft Imagine Academy 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 current 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 current version of Microsoft PowerPoint interface, commands, and features to create, enhance, customize, and deliver presentations. Art and English language arts are reinforced. NOTE: Honors section is for the serious student who will be held to a higher standard with additional assignments to strengthen the depth of the curriculum presented. Students will be required to take the Microsoft Word Expert Test.
|
|
WORLD LANGUAGE
|
|
Spanish I
|
Students will gain the basic grammatical understanding of the Spanish language and culture. The present and one past tense along with fundamental vocabulary is studied. The skills of speaking and listening are stressed. It is highly recommended that if you are taking Spanish II that you take it in the same year as Spanish I. 11412X0C
|
|
Spanish II
|
Students become more skillful in survival skills, courtesy requirements, and social demands. More verb tenses are taught. Students read supplementary material to increase their Spanish vocabulary base and write short compositions. The skills of speaking and listening progress and the skill of reading are emphasized. 11422X0C
|
|
Spanish III
Honors
|
In this course, students will recognize both simple and complex grammatical forms and structures, ensuring continued progress in language proficiency. All verb tenses are taught and the skill of writing is stressed. For example, students take notes, write summaries, prepare and present reports in the language. Students develop an understanding of the essentials of daily language and some formal writings. For example, conversations, broadcasts, poems, short stories, and lectures on non-technical subjects are used. Students expand their knowledge of vocabulary because they are involved in a greater variety of activities, which require the use of language for a greater variety of purposes. Integration of culture emphasizes a sense of social/contextual appropriateness. 11435X0C
|
|
AP Spanish Language & Culture
(NCVPS Online)
|
The AP Spanish Language and Culture course emphasizes communication (understanding and being understood by others) by applying interpersonal, interpretive, and presentational skills in real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness. The AP Spanish Language and Culture course strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in Spanish. The AP Spanish Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products (e.g., tools, books, music, laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions). 1A087X0
|
|
French I
(NCVPS Online)
|
Students will gain the basic grammatical understanding of the French language and culture. The present and one past tense along with fundamental vocabulary is studied. The skills of speaking and listening are stressed. It is highly recommended that if you are taking French II that you take it in the same year as French I. 11012X0C
|
|
French II
(NCVPS Online)
|
Students become more skillful in survival skills, courtesy requirements, and social demands. More verb tenses are taught. Students read supplementary material to increase their French vocabulary base and write short compositions. The skills of speaking and listening progress and the skill of reading are emphasized. 11022X0C
|
|
French III Honors
(NCVPS Online)
|
This course emphasizes the transition from spoken to written French. Students develop significant accuracy in reading and writing skills through an extensive grammar review, reading and discussion of short stories, newspapers and magazine articles, and videos. Students complete research papers and oral presentations in the target language. 11035X0
|
|
Latin I
(NCVPS Online)
|
Latin I is an introduction to the study of the Latin language and Greco-Roman culture. The course encourages students to learn basic functions of the language, become familiar with some elements of the culture, and increase their understanding of English. Emphasis is placed on the development of skills in reading and comprehension of adapted Latin texts. Integration of other disciplines, with special emphasis on English Language Arts, is ongoing throughout the course. 12412X0C
|
|
ARTS EDUCATION
|
|
Visual Arts I
|
Art I is primarily focused on the study of basic art applications, materials, and techniques. Lessons on artists and art history are used to supplement the work that students produce in class. Goals for students include developing an understanding of elements and principles of art and design. Explorations also include discussions and evaluations related to a fundamental understanding and control of the skills and knowledge related to the study of art. Studies also include an emphasis on best practices for developing problem solving skills. Each student will be introduced to a broad range of art mediums and skill sets. Students can expect to work in 2-dimensional and 3-dimensional media such as graphite, ink, charcoal, colored chalk pastels, printmaking, collage, ceramics, and sculpture. 54152X0C
|
|
Visual Arts II
|
Art II continues and enriches the study students begin in Art I. This course concentrates more seriously in the development of individual skills in the areas of drawing, painting, sculpture, commercial art, architecture and design. Art II is designed primarily for those students who have demonstrated a dedicated interest in art and want to continue developing their skills. Students will take a more advanced approach in the use and integration of more varied mediums and techniques. Lessons on artists and art history will continue to supplement the work that students produce in class. Projects and assignments in art II are more challenging but offer more independence in the interpretation of assignments and use of materials. 54162X0C
|
|
Visual Arts Specialization –Proficient
(Art III)
|
This is an advanced honors course in art. Students will work on more complex problems. This course includes regular critiques where each student will be responsible for evaluating and offering insights into the work of their peers. The students will work toward creating a portfolio of completed work. Art III is for serious art students that have demonstrated or are strongly interested in developing greater skill. Students that take this course intend to pursue art as a career or beyond high school as a lifelong practice. Prerequisites for this course are Art I, II. 54635X0
|
|
Visual Arts Specialization – Advanced
(Art IV)
|
This is an advanced honors course in art. Students will work on more complex problems. This course includes regular critiques where each student will be responsible for evaluating and offering insights into the work of their peers. The students will work toward creating a portfolio of completed work. Art IV is for serious art students that have demonstrated or are strongly interested in developing greater skill. Students that take this course intend to pursue art as a career or beyond high school as a lifelong practice. Prerequisites for this course are Art I, II, and III. 54645X0
|
AP Studio Art:
2D Design
(MHS ONLY Face-to face and One semester only)
|
This course is for the advanced, serious art student wishing to pursue a career in art. This student will be planning to continue Art in Art school or as an Art Major at a University. This course is rigorous and requires a large amount of responsibility from the student. The student must be capable and willing to work independently. The student must be punctual and organized. There are 3 parts to a Portfolio, all of which are submitted digitally. 5A027X0
|
|
Ceramics HDHS
|
This course provides an introduction to three-dimensional design principles using the medium of clay. Emphasis is placed on fundamentals of forming, surface design, glaze application, and firing. Upon completion, students should be able to demonstrate skills in slab and coil construction, simple wheel forms, glaze technique, and creative expression. 54152X0C
|
|
Theater Arts I
Beginning
SOI
|
NC Essential Standards Theatre Arts
53152X0
|
|
Theater Arts II
Intermediate
SOI
|
NC Essential Standards Theatre Arts
53162X0
|
|
Theater Arts III
(Proficient) Honors
SOI
|
NC Essential Standards Theatre Arts
53175X0
|
|
Digital Photography
|
This course introduces digital photographic equipment, theory and processes. Emphasis is placed on camera operation, composition, computer photo manipulation and creative expression. Upon completion, students should be able to successfully expose, digitally manipulate, and print a well-conceived composition. 54612X0DP
|
|
Art 111 (TCCC)
Art Appreciation
|
This course introduces the origins and historical development of art. Emphasis is placed on the relationship of design principles to various art forms, including but not limited to, sculpture, painting, and architecture. Upon completion, students should be able to identify and analyze a variety of artistic styles, periods, and media. This course has been approved to satisfy the Comprehensive Articulation Agreement general education core requirement in humanities/fine arts. This is a Universal General Education Transfer Component (UGETC) course.5C015X0
|
|
AP Art History
(Online Year-long NCVPS course)
|
This is a year-long course that requires a 90-minute daily class amount of time. Also, students need to spend time working at home a minimum of 30 minutes daily on the textbook readings, class discussions, assignments, and tests. Art is the reflection of the time, place, and people that produced it. The Advanced Placement Art History course is designed to provide the same benefits to you as high school students that are provided by an introductory college art history course—those being an understanding and enjoyment of architecture, sculpture, and other art forms within their historical and cultural context. During the course we will examine major forms of artistic expression from the past and the present from a variety of cultures. Students will learn to look at works of art critically, with intelligence and sensitivity, and to analyze what you see. All students successfully completing the AP Art History course should gain an in-depth knowledge of the subject, as well as form disciplined study habits that can contribute to continued success at the college level. The course requires a high degree of commitment to academic work and to the purposes of a program designed to meet the college standards. Prerequisites: No prior experience in art history is required. Students should be strong in academic courses. Strong studio art skills are not necessarily a predictor of success in this course. In general juniors and seniors in high school are best suited in terms of breadth of education—history, language arts and foreign language depth and success is a good predictor. In order to be successful in AP Art History, students will need general computer knowledge and Internet access. 5A007X0
|
|
Band I (Beginning) Fall
|
Band (Beginning) is an introductory level course for students with little to no instrumental/band experience and is aligned to the North Carolina Essential Standards for Music at the beginning level. 52552X0F
|
|
Band I (Beginning) Spring
|
Band (Beginning) is an introductory level course for students with little to no instrumental/band experience and is aligned to the North Carolina Essential Standards for Music at the beginning level. 52552X0S
|
|
Band II (Intermediate) Fall
|
Band (Intermediate) focuses on intermediate music skills, with an emphasis on instrumental/band music. This course is designed for students who have had a complete K-8 progression in music education or who have achieved beginning level high school standards for music and is aligned to the North Carolina Essential Standards for Music at the intermediate level. 52562X0F
|
|
Band II (Intermediate)
Spring
|
Band (Intermediate) focuses on intermediate music skills, with an emphasis on instrumental/band music. This course is designed for students who have had a complete K-8 progression in music education or who have achieved beginning level high school standards for music and is aligned to the North Carolina Essential Standards for Music at the intermediate level. 52562X0S
|
|
Band III (Proficient) Honors
Fall
|
Band (Proficient) is an inherently advanced music course focusing on instrumental/band music. This course is designed for those students who have achieved intermediate level music standards at the high school level and is aligned to the North Carolina Essential Standards for Music at the proficient level. Students who successfully complete this course will receive weighted (honors) credit. 52575X0F
|
|
Band III (Proficient) Honors
Spring
|
Band (Proficient) is an inherently advanced music course focusing on instrumental/band music. This course is designed for those students who have achieved intermediate level music standards at the high school level and is aligned to the North Carolina Essential Standards for Music at the proficient level. Students who successfully complete this course will receive weighted (honors) credit. 52575X0S
|
|
Band IV (Advanced) Honors
Fall
|
Band (Advanced) is an inherently advanced music course focusing on instrumental/band music. This course is designed for those students who have achieved proficient level music standards at the high school level and is aligned to the North Carolina Essential Standards for Music at the advanced level. Students who successfully complete this course will receive weighted (honors) credit. 52585X0F
|
|
Band IV (Advanced) Honors
Spring
|
Band (Advanced) is an inherently advanced music course focusing on instrumental/band music. This course is designed for those students who have achieved proficient level music standards at the high school level and is aligned to the North Carolina Essential Standards for Music at the advanced level. Students who successfully complete this course will receive weighted (honors) credit. 52585X0S
|
|
Vocal Music I (Beginning) Fall
|
Vocal Music (Beginning) is an introductory level course in music for students with little to no vocal music experience and is aligned to the North Carolina Essential Standards for Music at the beginning level. 52302X0F
|
|
Vocal Music I (Beginning) Spring
|
Vocal Music (Beginning) is an introductory level course in music for students with little to no vocal music experience and is aligned to the North Carolina Essential Standards for Music at the beginning level. 52302X0S
|
|
Vocal Music II (Intermediate)
Fall
|
Vocal Music (Intermediate) focuses on intermediate music skills, with an emphasis on vocal/choral music. This course is designed for students who have had a complete K-8 progression in music education or who have achieved beginning level high school standards for music and is aligned to the North Carolina Essential Standards for Music at the intermediate level. 52312X0F
|
|
Vocal Music II (Intermediate)
Spring
|
Vocal Music (Intermediate) focuses on intermediate music skills, with an emphasis on vocal/choral music. This course is designed for students who have had a complete K-8 progression in music education or who have achieved beginning level high school standards for music and is aligned to the North Carolina Essential Standards for Music at the intermediate level. 52312X0S
|
|
Vocal Music III (Proficient) Honors Fall
|
Vocal Music (Proficient) is an inherently advanced course focusing on the study of music with an emphasis on vocal/choral music. This course is designed for those students who have achieved intermediate level music standards at the high school level and is aligned to the North Carolina Essential Standards for Music at the proficient level. Students who successfully complete this course will receive weighted (honors) credit. 52325X0F
|
|
Vocal Music III (Proficient) Honors Spring
|
Vocal Music (Proficient) is an inherently advanced course focusing on the study of music with an emphasis on vocal/choral music. This course is designed for those students who have achieved intermediate level music standards at the high school level and is aligned to the North Carolina Essential Standards for Music at the proficient level. Students who successfully complete this course will receive weighted (honors) credit. 52325X0S
|
|
Vocal Music IV (Advanced) Honors Fall
|
Vocal Music (Advanced) is an inherently advanced music course focusing on vocal/choral music. It is designed for those students who have achieved proficient level music standards at the high school level and is aligned to the North Carolina Essential Standards for Music at the advanced level. Students who successfully complete this course will receive weighted (honors) credit. 52335X0F
|
|
Vocal Music IV (Advanced) Honors Spring
|
Vocal Music (Advanced) is an inherently advanced music course focusing on vocal/choral music. It is designed for those students who have achieved proficient level music standards at the high school level and is aligned to the North Carolina Essential Standards for Music at the advanced level. Students who successfully complete this course will receive weighted (honors) credit. 52335X0S
|
|
MUS110 TCCC Music Appreciation
|
This course is a basic survey of the music of the Western world. Emphasis is placed on the elements of music, terminology, composers, form, and style within a historical perspective. Upon completion, students should be able to demonstrate skills in basic listening and understanding of the art of music. This course has been approved for transfer under the Comprehensive Articulation Agreement as a general education course in Humanities/Fine Arts. This is a Universal General Education Transfer Component (UGETC) course. 5C045X0C
|
|
TRI- COUNTY COMMUNITY COLLEGE
|
|
Generic Community College Course
NOTE: Grades 11-12 & Grades 9-10 AIG Students Only
|
Courses taught through Tri-County Community College. Courses count for high school and college credit. It is recommended that students take 2 classes per block. Students will sign up for this course number and once scheduled for a course, the course will be added to their schedule. Mrs. Cathy LaTulipe, Tri-County Community College Liaison will schedule dates to come to Murphy High School and register students for courses. See your School Counselor for courses available.
|