Curriculum Guide - MASTER 2015-16

Transcription

Curriculum Guide 2015 — 2016
Catawba County Schools
January 2015
Board of Education
Marilyn McRee
Chair
David Brittain
Vice Chair
Ronn Abernathy
Don Brown
Glenn Fulbright
Tommy Luckadoo
Cathy Starnes
Crystal Davis
Attorney
2015
2015--2016
Curriculum
Guide
Graduation from high school is quickly approaching and your level of preparedness for
college, career, military or other goals will depend heavily on the courses completed
during high school. Our hope is to provide opportunities and pathways for every
graduate to be Ready for the Future upon departure from high school.
This curriculum guide will serve as a primary resource to describe available course
selections needed to establish a pathway for your college or career goals. Take
advantage of on-line learning and community college courses that may provide high
school and college credit - at no cost for tuition. Within this guide you will find course
descriptions, testing and graduation requirements and educational opportunities
within and outside of the school building. We are very proud of our ongoing
partnerships with Lenoir-Rhyne University, Catawba Valley Community College and
North Carolina Virtual Public School. Through these partnerships, all students are
provided a diverse educational approach to obtain high school and college credits.
Our school system continues to be a premier educational district by providing
innovative academic programs, access to the latest technology and on-line learning
opportunities and a diverse approach for delivering high school programs. We are
very proud of our five traditional high schools: Bandys, Bunker Hill, Foard, Maiden and
St. Stephens. Unique opportunities are available through Catawba Rosenwald
Educational Center and Challenger Early College High School.
Today, competition for college, university and career access is on a global level.
Challenge yourself by accessing rigorous academic course offerings while taking
advantage of leadership opportunities during high school. The time is here for you to
create the future you hope for and to ultimately make a significant contribution to
America’s workforce.
Sincerely,
Dr. Dan Brigman
Dr. Dan Brigman
Catawba County Schools System does
Superintendent, Catawba County Schools
not discriminate against race, color,
religion, sex, marital status,
pregnancy, parenthood, or
handicapping conditions in its education
activities or employment practices.
Page 1
Table of Contents
Catawba County Schools Center
General Information
Frequently Asked Questions
N.C. High School Courses of Study
Graduation Policies
Grading Scale
Mathematics Graduation Requirements &
Math Sequencing Chart
N.C. Academic Scholars Program
Junior Marshals
President’s Award for Educational Excellence
Honor Graduates
Advanced Placement Exam Information
University of N.C. System Schools
Testing, PSAT & SAT Dates
Athletics
Online Learning Opportunities
for Administrative Services
3
6
6-7
8-9
10-11
12
12
12
12
14
15
16
18-19
20
2285 N. Anderson Ave, Newton NC 28658
Phone: 828-464-8333
Fax: 828-464-0925
Academic Course Offerings
English
Mathematics
Science
Social Studies
World Languages
Health/Physical Education
Visual Arts
Music
Theatre Arts
Junior ROTC
Occupational Course of Study
ESL
23
24
26
28
29
30
31
34
36
37-39
40
41
Career & Technical Education
CTE Career Clusters
Agriculture
Business and Finance
Informational and Audio/Visual Technology
Family & Consumer Science
Health Science
Marketing, Hospitality and Tourism
Architecture, Automotive and Construction
Career Based Learning
Other Electives
42-48
50
52
53
54
56
57
58
60
61
Career & College Promise
62-64
Personal Graduation Plan & Form
66-67
Catawba County Schools Center
Graduation Checklist
68
High School Directory & Map
70
for Instructional Services
CCS School Calendar
71
10 East 25th Street, Newton NC 28658
Phone: 828-464-8333
Fax: 828-464-8923
Page 2
COURSE CREDIT
I know my daughter needs 28 credits to graduate from high school.
How does she earn credit and what happens if she fails a course?
The State of North Carolina requires 22 credits to meet graduation
requirements for students who entered 9th grade during the 20122013 school year or after. The Catawba County Board of Education
requires 28 credits to meet graduation standards, which is four less
than the 32 units of potential credit each student could earn. Every
student will be awarded one unit of credit for every course he/she
successfully completes with a semester average of 60 or higher. Some
courses, such as career internships, operate on a pass/fail system
offering as little as one-fourth of a unit of credit up to an entire unit of
credit. Other courses, typically those offered in a clinical setting such
as Early Childhood Education I/II, carry the potential to earn 2 credits
toward graduation. Any course required for graduation that is failed,
such as English I, II, III or IV, must be re-taken until successfully passed.
Elective courses, those not required for graduation, do not have to be
repeated unless the student needs the credit to fulfill the 28 credit
requirement or needs to repeat the course for other academic
purposes.
PROMOTION STANDARDS
My son completed his freshman year with 5 credits rather than the 6
required to be promoted to sophomore status. However, his
counselor told me that he could still graduate on time and could
possibly go to a junior homeroom next year. Is this true?
Yes. There are credit recovery opportunities available at every high
school; therefore, it is quite possible to catch up and graduate on
time. The school principal, teachers, and counselors are committed to
guide and assist your son throughout his high school years, but it is
critical for your son to take his classes seriously and not fall further
behind.
HONORS
My daughter was recommended for Honors Math II but not for
Honors English I. I talked with her 8th-grade teacher as well as the
9th-grade Honors English teacher and her high school counselor, but
I am still unsure what to do. I don’t want to make a decision that will
ruin her chances of getting into her college of choice.
This can be a very difficult decision and should be based on a number
of factors. First, it is important to understand the determining factors
for the recommendation. As students enter the ninth grade, their
historical assessment data is reviewed. Based on this data, placement
recommendations are made and the registration process begins.
During the registration process, factors are considered such as the
demands of the classes, commitments outside of school, academic
interests and strengths of the student, and his/her future goals. As
the discussions continue, ultimately a decision will be made. It is
important to note, especially during the transitional ninth grade year,
that the overall GPA and class rank will be affected very minimally by
choosing a non-honors course rather than an honors course.
REPEATING MATH I
On the 8th grade EOC in Math I, my son scored Level IV. His teacher
recommended that he take Math I again in high school. I am afraid
that he will fall behind in math if he takes Math I all over again.
Many rising ninth graders repeat Math I. Your son will not fall behind.
In fact, the opposite will most likely occur. Your son received a solid
background by taking Math I. However, the course was taught as a
year-long course. High school courses are taught in one semester.
Therefore, by repeating the course, your son will strengthen his
knowledge of algebra and geometry, become accustomed to working
through a rigorous course in 90 days rather than an entire year.
ATTENDANCE
My son received an “FF” on his report card as a semester average
for several of his classes although he had a passing average in all of
them. The reason given was that he had excessive absences. Please
explain.
In accordance with the Catawba County Board of Education Policy
4.200, high school students will not receive credit in any course
where a student has accrued nine (9) or more absences.
CALCULATORS
My neighbor told me I needed to purchase a graphing calculator for
my daughter and that it would cost $130.00. Is that true?
Yes and no. In order for your daughter to complete the level of work
she will be doing in math and in science during her high school years,
she will need a graphing calculator and they cost approximately
$125.00. No child is required to purchase a graphing calculator,
although there are not enough at any high school for every student.
Students should ask their math or science teacher for more
information.
ACADEMIC PROGRESS BETWEEN REPORT CARDS
How can I keep up with my child’s academic progress between
report cards?
At this point in time, progress reports are still being sent home every
3 weeks. However, through the student information management
system, PowerSchool, parents and students have instant, electronic
access to grades and attendance. Please navigate to the Parent and
Student tab on the Catawba County Schools’ web site and then click
on the Parent Portal link for more information. This same
information is available for download on Android devices.
SCHEDULE CHANGE
My daughter needs her schedule changed. What should she do?
By law, after the first 10 days of each semester a student cannot drop
a class with an End of Course exam attached to it. Because of this,
our high schools discourage schedule changes altogether after the
beginning of each semester. It is absolutely critical that your daughter
CAREFULLY select her courses during the registration process and
that you schedule a conference with the school, if necessary, as well.
Each school requires its students to verify their course selections after
registration closes and allows students at least one opportunity to
change their schedules during the summer.
NOTE: Class sizes throughout the State of North Carolina are very
large and unlikely to change in the foreseeable future. There is a
teacher shortage in many critical areas. Superintendents allot
teachers based on the number of students enrolled at each school,
and principals hire teachers based on the number of students
registered for each course. By law teachers are only allowed to teach
in their area of licensure/certification. Therefore, once the
registration numbers are in, the master schedule built, the teachers
allotted, hired and scheduled, there is virtually no room for students
to change their schedules. What little room may be available is left
for students moving into the school and for students who had
conflicts in their schedules. Therefore, it is unlikely that a student will
be able to have his or her schedule changed after the semester has
begun.
Page 3
Although each student will register for eight classes and three
alternates, many other options are available. In the end, a uniquely
individualized schedule will be created.
As you begin the arduous process of selecting courses for the
2015-2016 school year, it is of vital importance to do so with
respect for your college and career goals as well as in recognition of your academic strengths. Students should register for
courses “with the end in mind,” meaning that all courses required for graduation must be decided upon first. The second
level of decisions must be made based on the student’s college and career goals, including the courses necessary to meet
college and university admission requirements. Finally, the
third level of decision making should be based on other factors such as the student’s interests, work ethic, motivation
level, family responsibilities, extra and co-curricular activities
and other non-school related functions. Students are always
encouraged to enroll in the most challenging courses possible
based on their realistic academic potential.
If you have not already done so, before going any further in
the registration process, you are strongly encouraged to set
up an account in College Foundation of North Carolina (CFNC)
and complete the online self inventories. http://
www.cfnc.org/index.jsp The data gleaned from these
inventories as well as historical test data accessible from
your school counselor, should serve as
helpful tools as you begin to create your
schedule for the upcoming school year.
Minimum course requirements necessary
to meet graduation standards are set by
the North Carolina State Board of Education and are typically
effective beginning with the year the student enters the ninth
grade. Each school district may require additional courses to
meet local graduation requirements. A chart outlining the 28
course credits necessary to meet graduation requirements in
the Catawba County School’s system is located on page 10 in
this document.
During the registration process each student is required to
register for eight classes and three alternate classes. Ultimately, the number of students registered for a specific
course determines the number of sections offered in each
school’s master schedule. The number of sections determines
the number of teachers hired in a particular discipline. Each
school’s core teacher allotment is derived from a student to
teacher ratio formula based on funding allocated by the NC
General Assembly. If a particular class does not have enough
students enrolled to make a full class, usually 10-15, it may be
dissolved and these students will then be placed in one of
their alternate selections. This is the reason the registration
process is so important.
There are online opportunities available for new course credit as
well as for students needing to recover credit. Through a strong
partnership between our Career and Technical Education (CTE)
Department and our business community, there are numerous
internship and apprenticeship opportunities available. In fact,
Catawba County Schools leads all North Carolina school systems in
the number of students enrolled in Career and Teaching
Internships, placing approximately 400 students each year into our
community sponsored, work-based learning programs. Catawba
County Schools offers an opportunity for its students to complete
high school graduation requirements and 60 hours of college
transfer credits at Challenger Early College High School, located on
the campus of CVCC. Additionally, Catawba County Schools has
partnered with Lenoir Rhyne University and offers the Lenoir
Rhyne Scholars Academy to qualifying seniors. CVCC offers a wide
variety of programs to our students, many leading to industry
certifications including welding, cosmetology and automotive
technology. Classes taught by CVCC instructors are held on their
campus as well as most CCS high school campuses. Specific
information and guidelines regarding these and other courses are
found later in this guide.
All courses taught in Catawba County Schools follow the North
Carolina Standard Course of Study. Each high school offers at least
two academic levels in the core courses: Honors and Career and
College Ready.
Career and College Ready courses are more individualized based on
student need and may vary between the school system’s high
schools. Honors courses are more challenging in order to foster
growth for advanced learners. They are distinguished by a
difference in the depth and scope of work required. Students
enrolled in honors-level courses should possess the interest, ability,
and motivation to meet the challenges of an honors-level course.
They should be willing to take greater responsibility for their
learning and aspire to an advanced level of learning through high
quality work. Honors students will be expected to complete
independent assignments on a regular basis.
It is recommended that students begin the registration process by
starting with the math course. This decision should be made based
on historical assessment math EOG and EOC percentile data. Once
the decision is made for the level of math in which the student will
enroll, the next decision will be based on the student’s ability to
perform the basic English language skills: reading, writing, and
processing information. Again, information gleaned from historical
EOG and EOC data should be helpful with this part of the process as
well. Finally, placement decisions in science, social studies and
other courses will follow.
Counselors, teachers and administrators are available throughout
the registration process to assist. Catawba County Schools
operates on an informed-choice course selection process.
Page 4
Promotion and Graduation Requirements
Number of credits
required for graduation
Every student has the potential to earn a total of 4 credits (1
credit per course) each semester. One credit is earned for
every course passed with a semester average of 60 or higher.
All Catawba County high schools operate on a 4 X 4 Block
Schedule. All students are enrolled in four, 90-minute classes
during the fall semester and four, 90-minute classes during
the spring semester. At the end of each semester, one unit of
credit is earned for every class in which the student’s final
average is 60 or higher. Therefore, 4 units of credit may be
earned each semester for a total of 8 units of credit per year.
Each student has the potential to earn 32 units of credit during
their 4 years of high school.
The final semester average is calculated using the following
formula:

Sophomore:
Junior:
Senior:
Graduation:
6 credits
13 credits
20 credits
28 credits
Note: Unless otherwise directed by the NC General Statute or the
NC State Board of Education, all students are required to meet the
High School Courses taken in Middle School
Some high school courses required for graduation can be taken
during middle school. If the course has a state mandated exam
attached to it, the student is required to take the exam. If the
student scores proficient, the student is not required to repeat the
course. The student may elect to take the course again after
entering high school and may elect to take the exam as well.
Although these courses count toward the credits needed to fulfill
graduation requirements, the grade earned in the class is not
factored into the student’s high school GPA.
The first nine-week’s grade equals 40% of the final
semester average.
The second nine-week grade equals 40% of the final
semester average.
 The exam grade equals 20% of the final semester average.
The three are added together and the sum is the final semester average. If the quotient is 60 or higher, the student has
earned one credit toward graduation.

1st 9-week’s grade (78) x .40=31.2
Credit By Demonstrated Mastery
Credit by Demonstrated Mastery (CDM) is the process in which
Local Education Agencies (LEAs) employ a body-of-evidence to
award a student credit in a particular course without requiring the
student to complete classroom instruction. The CDM process is
open to all NC public school students in grades 9–12 and is
optional for students desiring high school credit while in middle
school.
2nd 9-week’s grade (93) x .40=37.2
+ Exam
(85) x .20=17.0
Final Semester Average 85.4
EXCEPTION:
By Catawba County Board of Education Policy 4.200, high school students who have
accrued nine (9) or MORE ABSENCES WILL NOT RECEIVE COURSE CREDIT in the course(s)
where there were 9 or more absences. The code “FF” will appear as the final semester
average on the student’s report card. Failed courses required for graduation must be
repeated and a grade of 60 or higher must be earned.
Although available for most courses, the following are excluded
from CDM: CTE work-based learning programs (internships,
apprenticeships), CTE courses that have clinical settings (Early
Childhood I/II, Nursing Fundamentals), CTE Advanced Studies
courses, ELL courses, Healthful Living required courses, and AP/IB
courses. Final grades are listed as Pass/Fail and are not factored in
the student’s GPA.
When considering the option of applying for CDM, there are
possible implications that should be considered. Diploma
endorsements, NC Scholars designations, athletic eligibility and the
effect CDM could potentially have on college admissions should be
considered. Please contact the counseling office for specific
information.
Page 5
MISCELLANEOUS GRADUATION POLICIES
CONTENT
AREA
ENGLISH
FUTURE READY CORE
English I:
English II:
English III:
English IV:
MATH
Math I:
Math II:
Math III:
A fourth math:
math
Earth/Env. Science:
SCIENCE
A Physical Science:
Biology:
4 credits
This credit may be earned in middle school.
This credit shall be earned through the high school.
This credit may be earned with appropriate college/university
course sequences.
This credit may be earned with appropriate college/university
course sequences.
OCCUPATIONAL COURSE OF STUDY
4 credits
Occupational Course of Study English I
Occupational Course of Study English II
Occupational Course of Study English III
Occupational Course of Study English IV
4 credits
Aligned to the student’s post-secondary plans. The fourth
credit may be earned in middle school or with an appropriate
college/university course sequence.
3 credits
This credit may be earned in middle school or with an
appropriate college/university course or course sequence.
4 credits
Occupational Course of Study Intro. to Math
Occupational Course of Study Math I
Occupational Course of Study Financial Mgmt.
2 credits
Occupational Course of Study Applied Science
Occupational Course of Study Biology
4 credits
American History: The Founding Principles, Civics, & Economics:
Amer. History I:
appropriate college/university course or course
sequence.
Amer. History II:
2 credits
World History:
SOCIAL
STUDIES
*Students may also satisfy this graduation requirement with Advanced Placement US
History plus one additional social studies elective of the student’s choice.
GLOBAL
LANGUAGES
ELECTIVE
CREDITS
(STATE&
HEALTH
REQUIREMENT)
PHYSICAL
EDUCATION/
CAREER
CPR &
TECHNICAL
EDUCATION
ARTS
EDUCATION
JROTC
Not required to meet NC graduation requirements.
First and second levels of a World Language are minimum admission
requirements for students who will be attending one of the 16 constituent
North Carolina system universities.
These credits may be earned in middle school or with an appropriate college/
university course or course sequence.
6 credits
credit
Two elective credits are required from 1any
course in the following curricular areas:
Arts
Education
The health and physical education credit may be earned with an appropriate college/
Careersequence.
and Technical Education
university course or course
Global Languages
The CPR requirement may be met through instruction in the middle school or by
providing
documentation
of successful
completion
of an
instructional
program
and/or
Four
elective
credits are strongly
recommended
(four
course
concentration)
from
test of
approved
by he American Heart Association or the American Red Cross.
one
the following:
Arts Education
Career and Technical Education
Global Languages
JROTC
Other: Any subject
6 Credits
ELECTIVE
CREDITS
(LOCAL
REQUIREMENT)
Page 6
TOTAL
Additional elective credits must be included to meet local graduation
requirements.
28 credits
Occupational Course of Study American History II
Not required
4 credits
Occupational Course of Study: Occ.Prep. I
Occupational Course of Study: Occ. Prep. II
Occupational Course of Study: Occ.Prep. III
1 credit
Occupational
Course of Study: Occ. Prep. IV
Health and Physical Education
At least one credit in an Arts course is
recommended.
11 credits
Completion of 300 hours of school-based training.
Completion of 240 hours of community-based training
Completion of 360 hours of paid employment
Completion of career portfolio
Completion of IEP goals
28 credits
MISCELLANEOUS GRADUATION POLICIES
Beginning with the graduating class of 2014-2015, students enrolled in North Carolina high schools have the opportunity to earn
endorsements to their high school diploma. In addition to completing the requirements set forth in State Board Policy GCS-N-004
“State Graduation Requirements” noted in the table below, students may earn a Career Endorsement, a College Endorsement, a
College/UNC Endorsement, a North Carolina Academic Scholars Endorsement, and/or a Global Languages Endorsement.
Students may earn more than one Endorsement.
Students are not required to earn a Endorsement in order to receive a diploma.
CAREER ENDORSEMENT
MATH I, II, III + a fourth math aligned with the student’s
post secondary plans.
Completion of a CTE
concentration in one of the
approved CTE Cluster areas
Unweighted
GPA of 2.6
or higher
Earned at least one industry-recognized
credential: Career Readiness Certificate
(CRC) at the Silver level or above from
WorkKeys assessments OR another
appropriate industry credential/
certification
COLLEGE ENDORSEMENT
MATH I, II, III + a fourth math aligned with the student’s
post secondary plans. The fourth math course must
meet the University of North Carolina system Minimum
Admission Requirements or be acceptable for earning
placement in a credit-bearing college math class under
the North Carolina Community College System’s Multiple
Measures Placement policy.
Unweighted
GPA of 2.6
or higher
COLLEGE/UNC ENDORSEMENT
MATH I, II, and III and a fourth math course that meets
the University of North Carolina system Minimum Admission Requirements that include a mathematics course
with Math III as a prerequisite.
Completion of three units of
science including at least one physical
science, one biological science and one
laboratory science course that must
include either physics or chemistry
Weighted
GPA of 2.5
or higher
Completion of two units of a world
language other than English.
NORTH CAROLINA ACADEMIC SCHOLARS ENDORSEMENT
MATH I, II, and III and a fourth math course that lists
Math III as a prerequisite.
Completion of 3 honors, AP/IB, CTE
credentialing, or college level courses
during the junior or senior year
Completion of two units of a world
language other than English.
GLOBAL LANGUAGES ENDORSEMENT
The student shall earn a
combined 2.5 GPA for the
four English Language Arts
courses required for
graduation.
The student shall establish proficiency in one or more languages in
addition to
English, using one of the options below and inn accordance with
the guidelines developed by the North Carolina Department of
Public Instruction:
1.
2.
3.
Pass an external exam approved by the NC Department of
Public Instruction establishing “intermediate Low”
proficiency or higher per the American Council on the
Teaching of Foreign Languages (ACTFL) proficiency scale.
Complete a four-course sequence of study in the same world
language, earning an overall GPA of 2.5 or above in those
courses.
Establish “Intermediate Low” proficiency of higher per the
ACTFL proficiency scale using the Credit by Demonstrated
mastery policy.
Limited English Proficiency student
shall complete requirements #1 and
#2 in the column to the left and reach
“Developing” proficiency per the
World-Class Instructional design and
Assessment (WIDA) proficiency scale
in all four domains on the most recent state identified English
language proficiency test.
Page 7
GPA Conversion Chart for students entering
the ninth grade prior to 2015-2016
Page 8
GPA Conversion Chart for students entering
the ninth grade 2015-2016 and after
Letter
Grade
Numeric
Grade
4.0
Conversion
for standard
level
courses
4.0
Conversion
for honors
level
courses
4.0 Conversion for
AP/IB/College/
Community College
(Dual Enrollment)
Letter
Grade
Numeric
Grade
4.0
Conversion
for standard
level
courses
4.0
Conversion
for honors
level
courses
4.0 Conversion for
AP/IB/College/
Community College
(Dual Enrollment)
A
100
4.000
5.000
6.000
A
100
4.000
4.500
5.000
A
99
4.000
5.000
6.000
A
99
4.000
4.500
5.000
A
98
4.000
5.000
6.000
A
98
4.000
4.500
5.000
A
96-97
4.000
5.000
6.000
A
96-97
4.000
4.500
5.000
A
94-95
4.000
5.000
6.000
A
94-95
4.000
4.500
5.000
A
92-93
3.875
4.875
5.875
A
92-93
3.875
4.375
4.875
A
91
3.750
4.750
5.750
A
91
3.750
4.250
4.750
A
90
3.625
4.625
5.625
A
90
3.625
4.125
4.625
B
89
3.500
4.500
5.500
B
89
3.500
4.000
4.500
B
88
3.375
4.375
5.375
B
88
3.375
3.875
4.375
B
87
3.250
4.250
5.250
B
87
3.250
3.750
4.250
B
85-86
3.125
4.125
5.125
B
85-86
3.125
3.625
4.125
B
83-84
3.000
4.000
5.000
B
83-84
3.000
3.500
4.000
B
82
2.875
3.875
4.875
B
82
2.875
3.375
3.875
B
81
2.750
3.750
4.750
B
81
2.750
3.250
3.750
B
80
2.625
3.625
4.625
B
80
2.625
3.125
3.625
C
79
2.500
3.500
4.500
C
79
2.500
2.000
3.500
C
78
2.375
3.375
4.375
C
78
2.375
2.875
3.375
C
77
2.250
3.250
4.250
C
77
2.250
2.750
3.250
C
75-76
2.125
3.125
4.125
C
75-76
2.125
2.625
3.125
C
73-74
2.000
3.000
4.000
C
73-74
2.000
2.500
3.000
C
72
1.875
2.875
3.875
C
72
1.875
1.376
2.875
C
71
1.750
2.750
3.750
C
71
1.750
2.250
2.750
C
70
1.625
2.625
3.625
C
70
1.625
2.125
2.625
D
69
1.500
2.500
3.500
D
69
1.500
2.000
2.500
D
68
1.375
2.375
3.375
D
68
1.375
1.875
2.375
D
67
1.250
2.250
3.250
D
67
1.250
1.750
2.250
D
66
1.125
2.125
3.125
D
66
1.125
1.625
2.125
D
64-65
1.000
2.000
3.000
D
64-65
1.000
1.500
2.000
D
62-63
1.000
2.000
3.000
D
62-63
1.000
1.500
2.000
D
60-61
1.000
2.000
3.000
D
60-61
1.000
1.500
2.000
F
0-59
0.000
0.000
0.000
F
0-59
0.000
0.000
0.000
Ten Point Grading Scale
Grade Point Average Calculation
On January 8, 2015 the North Carolina State
Board of Education adopted a 10 point
grading scale, without a plus/minus option,
to begin with the 2015-2016 school year for
all North Carolina public high school students. The change from the 7 point grading
scale to the 10 point grading scale will not
be applied retroactively to grades from the
2014-2015 school year or to prior years.
However, pending NC State Board of
Education approval, transcripts may note
that the seven point grading scale was used
through the 2014-2015 school year.
Students shall receive both an un-weighted grade point average
(GPA) that reflects no additional weighting for advanced courses
and a weighted GPA that reflects additional quality points for
advanced coursework.
Academic course levels and associated weights are defined as
follows:
 Standard courses: Standard level courses provide credit
toward high school graduation requirements, but receive no
quality points for GPA calculation purposes.
 Honors courses: Honors level courses provide credit toward
high school graduation requirements and do receive quality
points for GPA calculation purposes.
 Students who entered high school prior to the 20152016 school year shall have one (1) quality point added to the converted grade equivalent on the 4.0
standardized grading scale.
 Students who enter high school during the 2015-2016
school year or after shall have one-half (0.5) quality
point added to the converted grade equivalent on the
4.0 standardized grading scale.
 Advanced Placement/International Baccalaureate (AP/IB)
courses: AP/IB courses provide credit toward high school
graduation requirements and potentially college credit and
do receive quality points for GPA calculation purposes.
 Students who entered high school prior to the 20152016 school year shall have two (2) quality points added to the converted grade equivalent on the 4.0
 Students who enter high school during the 2015-2016
school year or after shall have one (1) quality point
added to the converted grade equivalent on the 4.0
 College courses (dual enrollment courses): College courses,
which may be delivered by a community college, public university, or private college or university, provide credit toward a high school diploma and may satisfy a graduation
requirement or provide an elective course credit at the college level. The state weighting system adds the equivalent
of one (1) quality point to the grade earned in community
college courses included on the most recent Comprehensive Articulation Agreement Transfer List, and for courses
taught at four-year universities and colleges. All students
enrolled in dual enrollment courses receive 1 quality point
regardless of date of entry into the ninth grade.
Please see the accompanying charts for converting standard,
honors, AP/IB and dual enrollment grades from the 10 point
grading scale to the 4.0 standardized scale.
Page 9
Mathematics
Graduation Requirements
for Students
Effective for Freshmen entering high school in
2012-2013 and beyond (Policy GCS-N-004 from
http://sbepolicy.dpi.state.nc.us/)
Four mathematics credits* are required for
graduation. A student’s post-secondary
school plans should help determine the
student’s mathematics sequence.
MATH I (2103)
+
MATH II (2201)
+
MATH III (2301)
A 4th mathematics course taken from one
of the three columns to the right
=
All Four Mathematics Credits for
Graduation
*Four math credits
do not have to include a
fourth level math, but it is highly recommended
that all students be given access to the highest
levels of math.
The Policy listed above is the official State Board
Education Policy on graduation requirements.
The next four columns are intended as guidance
and are subject to change based upon revisions
to courses or standards at the high school and/
or post-high school levels.
SEPTEMBER 2014
Page 10
Courses accepted as the 4th Level
mathematics credit for admission
into
UNC System Institutions
NC Standard Course of Study Courses





2400 – Adv Functions and Modeling
2401 – Discrete Mathematics
2402 – Integrated Math IV

2407 – Probability & Statistics (2014-15 is the last year of
availability)


2408 – Essentials for College Math (SREB
READY)
CTE Single Courses that equal 1 full math credit
 2722 – CCP-MAT172 – Pre-calculus Trigonometry
2723 – CCP-MAT271 – Calculus I
2724 – CCP-MAT171 – Pre-calculus Algebra
2C015 – MAT 143 – Quantitative Literacy
2C025 – MAT 152 – Statistical Methods I
2C055 – MAT 263 – Brief Calculus
2C075 – MAT 272 – Calculus II
2C115 – MAT 252 – Statistics II
2C125 – MAT 273 – Calculus III
2C135 – MAT 280 – Linear Algebra
2C145 – MAT 285 – Differential Equations
2C155 – MAT 141 – Mathematical Concepts I
2C165 – MAT 142 – Mathematical Concepts II
2C175 – MAT 167 – Discrete Math
AP and IB Courses









Any of the courses listed in the Dark Blue UNC System
column OR
2403 – Pre-Calculus
Community College Courses













Students Planning to Attend Other
Colleges, a Community College, or
a Technical School**
2501 – AP Calculus AB
2502 – AP Calculus BC
2511 – AP Statistics
21008 – IB Computer Science SL
21018 - IB Computer Science HL
21028 - IB Mathematical Studies SL
21038 – Mathematics SL
21048 – Mathematics HL
21058 – Further Math HL
Due to Curriculum Improvement Project at
the NC Community College system, many
courses were revised or archived. If not on
this list, but on a previous math options
chart and taken prior to 2014-2015 SY,
they are still acceptable. This includes lab
component for many of the archived
courses. Most math labs were
incorporated into the revised courses
listed above. Some community colleges
may still require a lab before the
mandatory Summer 2015 switch. If your
community college does, then it must be
taken this final year.







































2406 – AMTEM-Mindset
Special Topics in Math (2013-14 was the last year of
availability)
AP Computer Science (2521)
Accounting I (BA10)
Accounting II (BA20)
Principles of Business and Finance (BF10)
Drafting I (IC61)
Drafting II Engineering (IV22)
Drafting II Architectural (IC62)
Carpentry I (IC21)
Metals Manufacturing Technology I (IM41)
Metals Manufacturing II (IM42)
PLTW Biotechnical Engineering (TP24)
PLTW Aerospace Engineering (TP25)
PLTW Civil Engineering and Architecture (TP23)
PLTW Introduction to Engineering Design (TP11)
PLTW Computer Integrated Manufacturing (TP22)
PLTW Principles of Engineering (TP12)
PLTW Digital Electronics (TP21)
PLTW Engineering Design and Development (TP31)
Apparel & Textile Production I (FA31)
Apparel & Textile Production II (FA32)
Interior Design I (FI51)
Interior Design II (FI52)
Culinary Arts and Hospitality II (FH22)
ProStart II (FH72)
Principles of Technology I (TE21)
Principles of Technology II (TE22)
Computer Programming I (BP10)
Computer Programming II (BP12)
Pairs of CTE Courses that equal 1 Math CREDIT
SAS I (BP20) AND SAS II (BP22)
Personal Finance (BF05) AND Entrepreneurship I (ME11)
Electronics I (IM31) AND Electronics II (IM32)
Masonry I (IC11) AND Masonry II (IC12)
Introduction to Culinary Arts & Hospitality (FH20) AND
Culinary Arts & Hospitality I (FH21)
Game Art and Design (TS31) AND Advanced Game Art and
Design (TS32)
Electrical Trades I (IC41) AND Electrical Trades II (IC42)
Scientific and Technical Visualization I (TS21) AND Scientific
and Technical Visualization II (TS22)
Introduction to Culinary Arts & Hospitality (FH20) AND
ProStart I (FH71)
Carpentry II (IC22) AND Carpentry III (IC23)
**Not eligible for Multiple Measures entry with NC
Community College System. Students using CTE courses to
meet Math credit graduation requirements (Class of 2014 &
beyond) will be required to complete math placement testing
prior to enrolling in community college math courses..
Students Exempted by Principal
from usual sequence (SUBSTITUTION)
MATH I AND MATH II
Plus two additional courses from choices below:







2020 – Introductory Mathematics
2050 – Foundations of Math I
2051 – Foundations of Math II
2052 – Foundations of Math III
2040 – Alternate Mathematics I
2041 – Alternate Mathematics II
2065 – Probability & Statistics
Special Topics in Math (2013-14 was last year of availability)
OR




























AP Computer Science (2521)
Accounting I (BA10)
Students Identified as
Learning Disabled in Math
Students included in the category defined by NC
General Statue § 115C-81(b) must complete four credits
in mathematics. This legislation states that the State
Board of Education shall not require Algebra I as a
graduation standard for any student with an IEP
(Individualized Education Plan) that i) identifies the
student as learning disabled in the area of mathematics
and ii) states that this learning disability will prevent
the student from mastering Algebra I.
These students should construct a four-course
mathematics sequence using any combination of the
courses listed in the preceding columns. Each student’s
course selections should be guided by his of her on
post-secondary goals, as defined by his/her IEP.
Accounting II (BA20)
Principles of Business and Finance (BF10)
Drafting I (IC61)
Drafting II Engineering (IV22)
Drafting II Architectural (IC62)
Carpentry I (IC21)
Students Following the Occupational
Course of Study
Metals Manufacturing Technology I (IM41)
Metals Manufacturing Technology II (IM42)
PLTW Biotechnical Engineering (TP24)
PLTW Aerospace Engineering (TP25)

PLTW Civil Engineering and Architecture (TP23)
AND Math I (9221B)
PLTW Introduction to Engineering Design (TP11)
PLTW Computer Integrated Manufacturing (TP22)
PLTW Principles of Engineering (TP12)
PLTW Digital Electronics (TP21)
PLTW Engineering Design and Development (TP31)
Introduction to Math I (9220B)
AND ONE of the following courses:



Financial Management (9222B)
Alternate Math II (2041)
Personal Finance (BF05)
Apparel & Textile Production I (FA31)
Apparel & Textile Production II (FA32)
Interior Design I (FI51)
Interior Design II (FI52)
Students who complete the sequence above should be
classified as Occupational Course of Study (OCS). These
students may also complete a CTE concentration.
Culinary Arts and Hospitality II (FH22)
ProStart II (FH72)
Principles of Technology I (TE21)
Principles of Technology II (TE22)
Computer Programming I (BP10)
Computer Programming II (BP12)
Students are NOT required to complete math credits in this
option in any particular order. Students may take CTE or other
courses prior to or concurrently with Math I and/or Math II.
Additionally, students may also complete the Substitution
sequence with two core mathematics courses plus one additional math course from above (pink) and one CTE course OR a pair
of CTE courses from previous column (yellow) (pairs of CTE
courses = 1 math credit).
Page 11
Academic Honors
Content Area N. C. Academic Scholars Program
4 Credits
English
English I, II, III, IV
4 Credits
Math
Math I, II, and III or Algebra I, Geometry,
Algebra II, and one unit of higher level
mathematics for which Algebra II or Math III is
a prerequisite.
N.C. Academic Scholars
Program
To earn the distinction of being named a North Carolina
Academic Scholar, students must meet the requirements in
the table to the left and have a 3.5 un-weighted cumulative
GPA. Students qualifying for this honor receive a sticker on
their diploma, recognition on their official high school
transcript, and recognition at their high school’s senior
recognition awards program and/or graduation ceremony.
3 Credits
Science
One Physics or Chemistry course
Biology
Earth/Environmental Science
4 credits (Class of 2016 and beyond)
Social Studies
Health & PE
World History
American History: The Founding Principles,
Civics and Economics
American History I
American History II
Junior Marshals
Catawba County high school juniors are eligible to serve as Junior
Marshals based on their weighted Grade Point Average (GPA). The
weighted GPA is determined after the third nine-week’s grading
period of the junior year. In order to be recognized as a Junior
Marshal, a student must have a weighted GPA of 3.9 or higher.
1 Credit
Health/Physical Education
6 Credits
World
Languages
Arts
JROTC
CTE
Other
Subject
Areas
Two credits in a second language required
for the UNC system.
Four elective credits constituting a
concentration RECOMMENDED from one of the
following:
CTE: Courses do not have to be from the same
career cluster nor is it necessary for a course to
be an upper level or “completer” course.
JROTC
Arts
World Languages: A world language could be
the 3rd, 4th, 5th or 6th course in the original
world language AND the 1st and 2nd course in
a second world language, OR any combination
of four world languages NOT INCLUDING the
two which are required for the UNC system.
Any other subject area: This includes the area
of advanced academics, which would not have
to be in the same academic area. For example,
a student who has four AP course credits in
different disciplines would satisfy the criteria
“four elective credits constituting a concentration” because this is considered an advanced
academic concentration, AND this also satisfies
the criteria of “electives or other requirements.”
3 Credits
Electives or
Other
Requirements
TOTAL
Page 12
Higher level courses taken during Junior and/or
Senior years that carry five or six quality points
such as AP, college equivalent courses,
advanced CTE credentialing courses, or
other honors or above-designated courses.
25 credits (Class of 2016 and beyond)
Graduating with Honors
The Latin honors system is used to recognize seniors
graduating from Catawba County Schools who have achieved
academic excellence. Those students graduating cum laude
have been honored by their school with a white stole; those
graduating Magna cum laude with a silver stole, and those
with the highest weighted grade point averages of 4.40 or
better, Summa cum laude, with a golden stole. The speakers
for the Graduation ceremony are selected at each school
from the pool of honor graduates.
Summa cum laude
Magna cum laude
Cum laude
4.40+ (weighted)
4.25-4.399 (weighted)
3.95-4.249 (weighted)
President's Award for
Educational Excellence
The President’s Award for Educational Excellence is designed
to encourage students to achieve their full academic
potential. Students receive a certificate for outstanding
academic achievement signed by the President of the United
States, the Secretary of Education, and the school principal.
To qualify for the honor, graduating seniors must have a
cumulative 3.5 un-weighted GPA and a score higher than
the 85th percentile on the Preliminary Scholastic Aptitude
Test (PSAT), or any subtest of the Scholastic Aptitude Test
(SAT), or the American College Test (ACT). Additional
information is available from the school counselor.
AP exams administered in May is expected. Depending on the
student’s score on the AP exam, the selected institution of higher
learning and the intended major, the student may earn college
credit. Students are advised to refer to their specific college or
university of choice for more information. In rare instances,
successful completion of an AP course may satisfy a NC high school
graduation requirement. Contact the school counselor for more
information. In addition to the possibility of earning college credit,
students successfully completing AP courses earn high school credit
as well. For North Carolina students entering the ninth grade prior
to the 2015-2016 school year, two (2) additional quality points are
added to the converted grade on the 4.0 scale. For North Carolina
students entering the ninth grade during or after the 2015-2016
school year, one (1) additional quality point will be added to the
converted grade on the 4.0 scale. Students may earn recognition
from the College Board for outstanding achievement on multiple
tests by receiving an AP Scholar Award, AP Scholar with Honor
Award, and the AP Scholar with Distinction Award.
National Beta Club
The Mission of the National Beta Club is to promote the ideals of
academic achievement, character, service and leadership among
elementary and secondary school students. The qualifications for
membership on the part of the student shall be: (a) worthy, moral
and ethical character; (b) exemplary achievement, and (c)
commendable attitude. All students must be performing at or
above grade level in order to be eligible for membership.
In addition to the governing policies of the National Beta Club, the
Catawba County Board of Education established that students must
achieve and maintain a cumulative, weighted grade point average
of 3.5 or higher while pursuing a rigorous academic curriculum.
Additionally, students seeking membership must have exhibited
exemplary behavior, be approved by the principal and have
received endorsement by faculty of the school. If, at any time the
student does not uphold the tenets of the National Beta Club or the
expectations of the Catawba County Board of Education, he/she
will be placed on probation leading to possible loss of membership.
Beta Club members are presented with a gold tassel to wear
during the graduation ceremony.
High School Scholars Academy at
Lenoir-Rhyne University
Lenoir-Rhyne University offers the High School Scholars Academy
for high-achieving high school seniors who wish to earn college
credit while completing their senior year of high school. These
students attend classes on the campus of Lenoir-Rhyne University
but may participate in extra-curricular activities at their home
schools. During the fall semester students are enrolled in Honors
English IV in addition to three university classes. In the spring
semester, these students are enrolled in Advanced Placement
English Literature and Composition or an approved on-line course
of equal academic rigor and three university classes.
Students enrolled in the Scholars Academy are selected through a
rigorous application process facilitated by Lenoir-Rhyne University.
Students must complete an application which includes submitting
an official high school transcript. After a thorough examination of
the rigor of courses taken in high school, the student’s SAT/ACT
scores, and the students’ GPA and class rank, LRU determines the
admission status of each applicant. Applications are accepted from
October through February and it is strongly recommended that all
high school graduation requirements, with the exception of Honors
English IV, be fulfilled by the end of the Junior year for students
interested in attending the Scholars Program. Tuition is
approximately $1,300.00 per semester. Tuition, textbook costs and
all other fees are the responsibility of the student.
Honors Courses
The NC State Board of Education approved a framework for
developing and implementing Honors Level Courses in 2004. In 2012,
the NC Department of Public Instruction revised the rubric to address
the new Common Core standards to ensure fidelity across the state.
By State Board policy, Honors courses must :

be more challenging than standard level courses in order to
foster growth for advanced learners.

be distinguished by a difference in the depth and scope of work
required.

have accelerated pacing guides and lesson plans that provide
rigorous, complex, and creative activities extended beyond those
in standard level courses.
To assist with student placement decisions, the following historical
assessment data should be considered: EOG/EOC percentile scores,
EVAAS probability and predicted scores, and Lexile and Quantile
levels. It is important to remember that students may need to be
enrolled in an Honors level math or social studies class, but may not
have the aptitude to be successful in an Honors level English class.
Please consult with your school’s counselor, teacher, or administrator
for more information.
NOTE: Honors level course implementation differs based on the
various discipline.

Honors level courses are offered in English, Math, Science, Social
Studies, Foreign Language, and JROTC. Honors level courses in
these subject areas are offered at individual schools based on
student need and teacher allocation/funding.

In Cultural Arts courses (Visual Arts, Music, Theater and Dance),
student talent is assessed through evidence attained from
portfolio review and skill based review. Based on this
assessment, if the student is performing at a proficient or
advanced level, the student’s level of instruction and
assessment will be at an Honors level.

In Career and Technical Education (CTE) courses, individual
teachers must have Honor’s level certification in order for the
course to be taught at the Honor’s level. Therefore, a course
could be taught at the Honor’s level at one school in the
Catawba County school system, but not at another school.
Advanced Placement Courses
A significant number of Advanced Placement (AP) courses are
offered in every Catawba County high school. AP courses are
designed to prepare students for the rigor of college-level work
with the potential of earning college credit while still in high school.
Due to the inherent, challenging, academic focus of AP courses,
students must be willing to dedicate a significant amount of time
outside of class in order to be academically successful.
Highly qualified high school teachers are the instructors for AP
courses and use outlines provided by the College Board. College
textbooks are used, at no cost to the student. Participation in the
Please contact the school counselor or administrator for more
information.
Page 13
Advanced Placement Exam Information
Each college and university makes its own decisions about awarding credit and placement. Most have a written policy explaining the minimum required score
to earn credit for a given AP Exam, the amount of credit awarded and how credits are applied. The AP scores provided in the table below are only to be used
as reference tools. Scores on AP exams range from 1-5 with 5 being the highest score awarded. Please refer to the college or university of choice for more
detailed information.
AP WORLD HISTORY
AP US HISTORY
AP US GOVERNMENT & POLITICS
AP STUDIO ART: DRAWING PORT.
AP STUDIO ART: 3 D DESIGN
AP STUDIO ART: 2 D DESIGN
AP STATISTICS
AP MUSIC THEORY
AP EUROPEAN HISTORY
AP ENV. SCIENCE
AP ENGLISH LIT. & COMP.
AP ENGLISH LANG. & COMP.
AP CHEMISTRY
AP CALCULUS BC
AP CALCULUS AB
AP BIOLOGY
Page 14
Courses to the right are available
on many of the CCS high school
campuses. Other Advanced
Placement courses are available
online through the North Carolina
Virtual Public School (NCVPS).
Please see your school counselor
for more information.
APPALACHIAN STATE
4
3
3
4
4
4
4
4
NA
3
4
NA
4
4
4
4
EAST CAROLINA
3
3
3
3
3
3
4
3
3
3
NA
NA
NA
3
3
3
ELIZABETH CITY STATE
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
FAYETTEVILLE STATE
3
3
3
3
3
NA
NA
3
3
NA
3
3
3
NA
3
NA
NC A & T
3
3
3
4
3
3
3
3
3
NA
3
3
3
3
3
NA
NC CENTRAL
3
3
3
3
3
NA
NA
NA
NA
3
NA
NA
NA
3
3
3
NC STATE
4
3
2
3
4
5
3
3
NA
3
3
3
3
3
3
3
UNC ASHEVILLE
4
3
3
4
5
5
3
3
3
3
NA
NA
5
3
4
3
UNC CHAPEL HILL
3
3
3
3
4
5
4
4
4
3
4
4
4
4
4
4
UNC CHARLOTTE
4
3
3
3
3
4
4
3
3
3
NA
NA
NA
3
3
3
UNC GREENSBORO
3
3
3
3
3
3
3
4
NA
3
NA
NA
3
3
4
4
UNC PEMBROKE
3
3
3
3
3
3
NA
3
4
3
NA
NA
3
3
3
3
UNC WILMINGTON
3
3
3
3
3
3
3
4
3
3
NA
NA
NA
3
4
4
WESTERN CAROLINA
5
3
3
3
3
3
3
3
3
3
3
3
3
3
3
NA
WINSTON-SALEM STATE
3
3
3
3
NA
3
NA
3
3
3
3
3
3
3
3
3
BREVARD COLLEGE
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
CAMPBELL UNIVERSITY
3
3
3
3
4
4
3
4
4
3
4
3
NA
4
4
4
CATAWBA COLLEGE
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
DAVIDSON UNIVERSITY
4
3
3
4
4
4
4
5
4
4
4
4
4
4
5
NA
DUKE UNIVERSITY
4
5
3
4
4
4
4
4
4
5
5
5
5
4
4
4
ELON UNIVERSITY
4
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
GARDNER WEBB UNIVERSITY
3
3
3
3
3
3
3
3
3
3
NA
NA
NA
3
3
3
JOHNSON C. SMITH UNIVERSITY
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
NA
LEES MCRAE COLLEGE
3
3
3
3
3
3
3
3
NA
3
NA
NA
NA
3
3
3
LENOIR RHYNE UNIVERSITY
3
3
3
3
3
3
NA
3
NA
3
NA
NA
NA
NA
NA
NA
LIVINGSTONE COLLEGE
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
MARS HILL COLLEGE
3
3
3
3
3
3
3
3
3
3
NA
NA
3
3
3
3
MEREDITH COLLEGE
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
METHODIST COLLEGE
3
3
3
3
3
3
3
NA
3
3
4
4
4
3
3
3
MONTREAT COLLEGE
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
PEACE UNIVERSITY
3
3
3
3
3
3
NA
3
3
NA
NA
NA
NA
NA
3
NA
PFEIFFER UNIVERSITY
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
QUEENS UNIVERSITY
4
4
4
4
4
4
NA
4
4
4
NA
NA
NA
4
3
NA
SHAW UNIVERSITY
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
NA
WAKE FOREST UNIVERSITY
4
4
3
4
4
4
4
4
5
4
4
4
4
5
4
4
WINGATE UNIVERSITY
3
3
3
3
4
4
3
NA
3
3
3
NA
3
3
3
3
University of North Carolina System Schools
The University of North Carolina System
Appalachian State University
East Carolina University
Elizabeth City State University
Fayetteville State University
N.C. A&T State University
N.C. Central University
N.C. School of the Arts
N.C. State University
UNC-Asheville
UNC-Chapel Hill
UNC-Charlotte
UNC-Greensboro
UNC-Pembroke
UNC-Wilmington
Western Carolina University
Winston-Salem State University
UNC Minimum Admission Requirements
All applicants for first-time admission to one of the 16
constituent universities of North Carolina must meet the
following minimum high school GPA, SAT and ACT scores:
UNC System
Universities
Fall 2013
and beyond
Minimum
GPA
Minimum
SAT
Minimum
ACT
2.5
800
17
Minimum Course Requirements for
Undergraduate Admission
To be considered for admission, students must submit scores for
the SAT I (preferred) or the ACT which must include the Writing
component.
College Foundation of North Carolina
(CFNC.org)
College Foundation of North Carolina (CFNC) is a free service
of the State of North Carolina that helps students plan,
apply, and pay for college. CFNC is a partnership of
Pathways, the N.C. State Education Assistance Authority, and
College Foundation, Inc.
Please visit the College Foundation website at:
www.cfnc.org
Additionally, applicants must complete the following high school
courses:
 Language
Six course units in language, including English I, II, III, IV and
two units in a second language. Although a third level of a
foreign language is not required for admission, many
programs of study require a third language. Refer to the
college and program of choice for more information.
 Mathematics
Four course units in mathematics, Math I, II, and III and a
higher level mathematics course for which Math III is a
prerequisite. It is recommended that prospective college
students take a mathematics course during the senior year.
 Science
Three course units in science, including at least one unit in a
life or biological science (Biology); at least one unit in a
physical science (Physical Science, Chemistry, or Physics);
and at least one laboratory course.
 Social Studies
Two course units in social studies, including one unit in U.S.
History.
It is the policy of Catawba County Schools System not to
discriminate against race, color, religion, sex, marital status,
pregnancy, parenthood, age, or handicapping conditions in
its education activities or employment practices.
Page 15
Testing
PSAT and SAT
The PSAT, a preliminary test for the SAT, offers students
valuable testing experience and provides specific feedback on
critical reading, math problem-solving and writing skills
necessary for college study. The PSAT test is available at no
cost (one time only) to 10th grade students who have
completed or are enrolled in Math II. In order to qualify for
National Merit Scholarship or National Achievement,
students must take the PSAT test during the junior year.
The SAT is a globally recognized college admission test used as
an indicator of college readiness. Typically, students take the
SAT for the first time during the spring of their junior year and
again during the fall of their senior year. The SAT is
administered in one, 3 hour and 45 minute setting and consists
of 10 subtests. The student is responsible for registration and
paying the $51.00 fee. Test dates for both the PSAT and the
SAT are available in the Counseling Office at each high school
as well as online at: www.collegeboard.org.
PLAN and ACT
The PLAN is a diagnostic assessment given free of charge to all
10th graders in North Carolina. It is divided into four sections,
English, math, reading and science and takes approximately
two hours to complete. The scores indicate how the student’s
subject specific skills compare to others students at the local,
state and national level and provide a frame of reference for
future high school course selection options.
The ACT college readiness assessment is a curriculum and
standards based educational and career planning tool that
assesses students’ academic readiness for college. This
assessment is required for all eleventh grade students in North
Carolina and is administered to them free of charge. Each
student has the opportunity to send his/her scores to 4
colleges or universities. For additional ACT information,
contact your school counselor or go to www.act.org.
WorkKeys
The WorkKeys test is a job skills assessment tool that
measures workplace readiness skills. This assessment is now
required for all seniors in North Carolina who complete a
Career and Technical Education concentration course.
Students may earn a Career Readiness Certificate at either the
bronze, silver, gold or platinum level.
ASVAB Testing
The ASVAB is a multiple-aptitude battery that measures
developed abilities and helps predict future academic and
occupational success in the military. It is administered annually
to more than one million military applicants, high school, and
post-secondary students. Cadets enrolled in JROTC classes
receive preparation for the ASVAB test administration.
COMPASS Placement Test
Students who wish to take college level classes offered by
CVCC and possess a weighted GPA of 3.0 or higher are eligible
to take the ACT Compass Placement Test. The Compass Test is
a computer adaptive college placement test that evaluates
student skill levels in reading, writing and math. Placement
tests may be waived with appropriate SAT or ACT scores. The
COMPASS Placement Test is offered on the CVCC campus by
appointment.
SAT DATES
2015 -2016
October 3, 2015
November 7, 2015
December 5, 2015
January 23, 2016
March 14, 2016
May 7, 2016
June 4, 2016
Page 16
Testing
Final Exams
The state of North Carolina requires students to take End of
Course assessments in Math I, Biology, English II, and all
Career and Technical Education courses. Additionally, high
school students are required to take NC Final exams in most
English, math, science and social studies courses. Beginning
with the 2015-2016 school year, students enrolled in foreign
language, cultural arts, health and physical education and
AP/IB courses may be required to take NC Final exams as
well. These assessments are given as final exams at the end
of each semester and count as 20% of the student’s final
semester average. The exam exemption policy does not
apply.
Other Exams
The following table represents some of the assessments
given throughout the school year at the high school level.
Various field tests, assessments for special populations, the
exam schedule for Challenger Early College and dates for
make-up tests are not included. Please refer to the Catawba
County School’s website for specific information.
DATE
TEST
GRADE
OCTOBER
PLAN
ALL SOPHOMORES
DECEMBER
WORKKEYS
EARLY GRADUATES
JANUARY
1ST SEMESTER
FINAL EXAMS
9TH-12TH
FEBRUARY
WORKKEYS
12TH
FEBRUARY/
MARCH
ACCESS
ELL STUDENTS
MARCH
ACT
ALL JUNIORS
JUNE
2ND SEMESTER
FINAL EXAMS
9TH-12TH
NOTE
CTE CONCENTRATORS
CTE CONCENTRATORS
Miscellaneous Testing Information
By law, all students enrolled in courses with a state
assessment attached to it (EOC, CTE Final Exam, North
Carolina Final Exam) are required to take the exam at the
end of the semester regardless of the expected grade in the
class, the number of class absences, conflict or illness on
day of final exam or any other variable. Therefore, it is
imperative that all students are in attendance on exam
days. All final exams count 20% of the student’s final
semester average.
Exam Exemption Policy
The exam exemption policy applies only in courses where NC Final
exams, EOC exams, or CTE exams are not administered. Additional
NC Final Exams are introduced annually. Therefore, students should
consult with their classroom teacher to determine if there is a
required exam for that class.
The exam exemption policy is based on grades, attendance and
discipline. A sliding scale formula combining the expected semester
average with the number of class absences is the first criteria
necessary for exam exemption.
Expected
Semester
Average
Absences*
93-100
3 class absences
92-85
2 class absences
84-77
1 class absence
76 or below
No exemption
*For the purposes of this policy, absences are defined as “the
number of minutes necessary to be in class” to be counted
present for the class period. Due to the varying length of some
classes, the inclusion of the lunch period during the Block 3 class
period, and the incorporation of the enrichment period, the
number of minutes may vary between schools. Please refer to
your school’s policies for detailed information.
*For the purposes of this policy, two (2) unexcused tardies
equals one class absence. The tardies must be coded in
PowerSchool.
Any violation of the Catawba County Board of Education’s Code of
Student Conduct that resulted in In-School Suspension, or
Out-of-School Suspension during the semester negates the student’s
exam exemption opportunity.
Absences due to school sponsored activities or administratively
approved college visits do not negatively impact a student’s exam
exemption status.
Students enrolled in AP courses who have registered and paid to
take the AP exam are exempt from taking the teacher made exam in
the AP class. *This portion of the exam exemption policy will be
nullified when NC Final Exams are required in AP classes.
Because the exam exemption policy rarely has an effect on course
credit, very few exceptions are made. The only exceptions are for
students with severe medical conditions and are at the discretion of
the principal.
Page 17
Athletics
All Catawba County high schools are members of and governed
by the North Carolina High School Athletic Association
(NCHSAA). The table below represents the Interscholastic
sports available in some or all of the five comprehensive high
schools within the Catawba County Schools System:
SPORTS
Football
Swimming
Baseball
Golf
Tennis
Basketball
Lacrosse
Track
Cheerleading
Soccer
Volleyball
Cross Country
Softball
Wrestling
To participate in any interscholastic athletic program in any
public or private high school governed by the North Carolina
High School Athletic Association, the following eligibility
requirements must be met and maintained throughout the
student’s four years of high school:
 The student must be enrolled no later than the 15th day of
the present semester, and must be in regular attendance.
Home-schooled students are not eligible to participate in
athletics at any NCHSAA member schools.
 The student must have been in attendance for at least 85%
of the previous semester.
 The student must not have exceeded eight consecutive
semesters or have participated more than four seasons in
any sport since entering grade 9.
 The student must be under 19 years of age on September 1,
2015.
 The student must live with his/her parents or legal custodian
within the school administrative unit.
 The student must have passed a minimum of 3 courses the
previous semester AND must have been promoted to the
next grade level. This includes seniors, even if the student
needed fewer courses to meet graduation requirements.
 The student must have received a medical examination by a
licensed physician, nurse practitioner or a physician’s
assistant within the previous 365 days.
 The student must receive a medical release before returning to
practice or play if the student misses five or more days of
practice due to an injury. Students with potential head injuries
must receive medical release by a physician before
re-admittance to practice or games.
 The student must not have been convicted of a felony or an
offense that would have been a felony if committed by an adult.
 The student must not have been ejected from the previous
contest.
 The student must not have transferred from another school
system or from another school within the Catawba County
Schools System. Students are athletically ineligible for 365 days
in all sports. Athletic eligibility remains at the student’s original
school.
 Rising ninth graders are automatically academically eligible for
athletic participation during the fall semester of the ninth grade
year provided the student is domiciled within the high school’s
attendance zone and has had a bona fide physical examination
within the previous 365 days.
 The policies written in the Catawba County School’s Board of
Education Code of Student Conduct govern behavior of student
athletes as they represent their individual school and the school
system.
 Additional information is available at the NC High School Athletic
Association website: https://www.nchsaa.org
Enrollment of Transfer Student Athletes:
Catawba County Schools follows the NC High School Athletic
Association’s (NCHSAA) policy regarding transfers of student
athletes. Student athletes transferring at any time after enrolling
in the ninth grade are ineligible for athletic participation in all
sports for 365 days from the date of enrollment. This includes
students transferring from one Catawba County high school to
another high school within the Catawba County school system as
well as students transferring in from outside the school system.
For students who have parents living in two different Catawba
County high school attendance districts and if no custody order has
been entered, the residence of the student athlete shall be
deemed to be that of the parent with whom the student spends
the majority of nights during the school calendar year. The only
exception is if there is a bona fide change in residence, which is defined
by NCHSAA as:
1) The original residence must be abandoned as a residence; that is sold,
rented or disposed of as a residence, and must not be used as a residence
by any member of the family;
2) The entire family must make the change and take with them the
household goods and furniture appropriate to the circumstances;
3) The change must be made with the intent that it is permanent.
More information can be accessed through the NC High School
Athletic Association’s website: http://www.nccoach.org/.
Please direct further questions to the school’s athletic director.
Page 18
ACADEMIC REQUIREMENTS
DIVISION I
4 English
DIVISION II
3 English
3 Math (Math I or 2 Math (Math I or
higher)
higher)
CORE GPA REQUIREMENTS
Each high school is required to submit a list of
the core academic courses offered in its course
directory to the NCAA Eligibility Center. A “core
course” is defined as a course that receives high
school graduation credit in English, math,
natural/physical science, social science, foreign
language, comparative religion or philosophy.
Division I and Division II colleges and universities
require students to complete 16 core courses.
Beginning August 1, 2016, NCAA Division I
schools will require 10 core courses to be
completed by the end of the junior year of high
school. The GPA is calculated using the student’s core courses only. If the student takes
more than the 16 course minimum, the GPA will
be determined from the calculation of the
highest 16 grades. For NCAA eligibility purposes
Pass/Fail grades are calculated as the lowest
grade assigned by the student’s high school,
which is a “D” in every Catawba County high
school. Therefore, student athletes who will
submit transcripts to the NCAA should re-take
any failed core course in the regular classroom
setting.
The NCAA Eligibility Center calculates the grade
point average on a 4.0 scale. Weighting may be
applied to courses whose titles indicate the
course is an Honors or AP/IB level course. A
maximum of 1.0 quality point will be assigned.
The minimum GPA for NCAA eligibility to a
Division I college or university is 2.3. The
minimum GPA for a Division II school is 2.0.
“I’ve missed more than 9,000 shots
in my career. I’ve lost almost 300
games. 26 times, I’ve been trusted
to take the game winning shot and
missed. I’ve failed over and over
and over again in my life.
And that is why I succeed.”
– Michael Jordan
2 Science
2 Science
2 Social Studies
2 Social Studies
1 additional year
English, math,
science
3 years additional
English, math,
science
4 years of extra
core classes or
foreign language,
philosophy or
comparative
religion
4 years of extra
core classes or
foreign language,
philosophy or
comparative
religion
DIVISION III
Division III colleges and universities set
their own admissions standards.
Please refer to the NCAA website for
more information regarding Division III
admissions standards.
SAT/ACT REQUIREMENTS
The NCAA requires SAT and ACT scores to be
reported directly to the NCAA Eligibility
Center. Therefore, it is imperative that
students bubble the code “9999” on the SAT
and ACT answer sheets at the beginning of
each test administration session.
Division I schools use a sliding scale method
to match test scores and grade point averages
for eligibility purposes. The minimum SAT
score accepted at Division II schools is 820.
The minimum ACT score is 68. For NCAA
eligibility purposes, the critical reading and
math portions of the SAT are the only
sections used. The following are the sections
of the ACT used: English, mathematics,
reading and science. For students taking the
SAT or ACT more than once, the NCAA uses
the best sub score when calculating the overall SAT or ACT score. Additional information
is available on the NCAA Eligibility Center’s
website (http://www.eligibilitycenter.org/).
Page 19
Online Learning Opportunities
Catawba County Schools offers online opportunities at all
high schools.
North Carolina Virtual Public
School
The North Carolina Virtual Public School was
established by the NC General Assembly in 2005 and
became operational during the summer of 2007. NCVPS
offers approximately 150 e-learning courses and is
offered to all middle and high school students in North
Carolina.
Credit Recovery
Credit recovery opportunities are available at each high school for
students who have failed a course by repeating the course online
or by repeating the course in the regular classroom setting. The
only courses that can be taken online for credit recovery are those
in the core areas: English, math, science and social studies. Details
about each option are listed below.

All courses taken online for credit recovery purposes will
be taken on a pass/fail basis. The student is responsible for
successfully completing only the modules (units) that he/
she did not score “proficient” on during the pre-test
portion of each module within the specific course.
Therefore, because there is a possibility the entire course
is not repeated, and the 135 hour course requirement will
not be attained, the original grade remains on the
transcript, but a “P/F” will be issued next to the course
listed as credit recovery and will not be factored into the
student’s GPA.

Generally, a credit recovery course would be taken online
during the regular school day, or, when available, during
summer school.

If a student wishes to modify his/her GPA, then the entire
course should be repeated in the regular classroom setting.
The original failure grade remains on the transcript, but the
new, passing grade will as well. Both grades are factored
into the student’s overall GPA. *Beginning with students
entering the ninth grade in 2015-2016, upon completion of
the repeated course, the new course grade shall replace
the previous grade for the course.

Both credit recovery options are to be completed by the
end of the semester in which the student has enrolled in
the credit recovery class, including summer school.

Students are strongly encouraged to discuss their individual
learning styles with their counselor or academic advisor
when selecting a credit recovery option. Although the
online option may seem “easier” and/or “faster,” this
instructional method may not be in the student’s best
interest.

For NCAA eligibility purposes Pass/Fail grades are
calculated as the lowest grade assigned by the student’s
high school, which is a “D” in every Catawba County high
school. Therefore, student athletes who will submit
transcripts to the NCAA should re-take any failed core
course in the regular classroom setting.
Catawba County Schools’ students may enroll in any of
the NCVPS courses that are not offered at the high
school the student attends. For more information,
including the characteristics of a successful online
learner, click on the following link: http://
www.ncvps.org/
North Carolina School of Science and
Mathematics
The North Carolina School of Science and Mathematics offers a
wide variety of tuition free courses in science, mathematics,
engineering, and humanities. For more information please
contact the school counselor or visit the NCSSM website
http://www.ncssm.edu/learn/
Page 20
Page 19
General
Information
The courses are organized by department beginning with English.
Each department has been given a color coded tab. The order:
If a Fee is Charged

The Catawba County Board of Education recognizes the need for
student fees or charges to fund selected school activities that are not
funded from other sources. However, no student shall be charged a
fee for required courses or activities. Additionally, any fees imposed
will be waived or reduced for students who demonstrate economic
hardship, except fees resulting from lost, damaged, or stolen school
equipment, textbooks, materials, and/or other supplies. This also
includes, but is not limited to, uniforms (athletic, band, chorus, ROTC,
CTE, etc.), cafeteria debts, lost or stolen library books, and any other
unpaid debt that has been incurred throughout the student’s four
years of high school.
Academic Progress
Parents and students have instant electronic access to grades and
attendance through the Catawba County School’s web site. Simply
navigate to the Parents & Students tab and click on the PowerSchool
Parent Portal link. This same information is also available for
download on Android devices. Additionally, progress reports and/or
report cards are issued approximately every three weeks to students.
Please check the school’s website for dates of issue.
AIG
Academically and Intellectually Gifted
AP
Advanced Placement
CCP
Career and College Promise
CCR
Career and College Ready
CFNC
College Foundation of North Carolina
CVCC
Catawba Valley Community College
CREC
Catawba Rosenwald Education Center
CTE
DC
Department Consultation
EC
Exceptional Children
ELL
English Language Learner
EOC
End of Course (Test)
ESL
English as a Second Language
FRC
Future Ready Core
BHHS Bunker Hill
IEP
Individualized Education Plan
F
Fred T. Foard
NCFE
North Carolina Final Exam
M
Maiden
OCS
Occupational Course of Study
S
St. Stephens
PLTW
Project Lead the Way
Several
abbreviations
have been used
throughout this
Curriculum Guide;
therefore, the
chart below as
well as the one
to the right have
been added as a
reference guide:
B
Page 22
Bandys
The next section of the Curriculum Guide consists of course
descriptions and detailed information regarding the grade level of the
student allowed to register for the class, any prerequisites that must
have been completed prior to enrollment, the number credits
available upon successful completion, the location where the course
is being offered, if proof of insurance is necessary, as well as many
other pieces of pertinent information. It is the student’s and parent’s
responsibility to read the course descriptions carefully. By registering
for a course, the student is making a commitment to take the course
and is expected to fulfill his/her commitment.








English
Math
Science
Social Studies
World Languages
Health and PE
Arts Education
JROTC
All high schools offer two academic levels of most courses: College
and Career Ready and Honors. The College and Career Ready level
courses are designed to meet the needs of the student whose
cognitive skills range from below grade level to slightly above grade
level on standardized assessments. Honors and AP level courses are
designed to meet the needs of students who cognitive skills are
above grade level on standardized assessments. All Honors and AP
courses are weighted.
The “Personal Graduation Plan” found on the last page serves as tool
for the student to keep an unofficial accounting of his/her courses,
grades and activities throughout high school. The plan is intended to
be used as a “living document;” a reference of the past and a planning tool for the future. Your school counselor will assist you in the
beginning to complete the historical assessment portion but it is the
responsibility of the student and parent to document all other data
as it becomes available throughout the four years of high school.
Enrollment of Transfer Students:
High school course placement for students presenting to enroll from home
schools, non-accredited private schools, or schools from other countries
will be determined by a review of the
following: transcript, historical assessment data, final grades/semester
averages in content areas, portfolio, attendance,
teacher recommendations, and any other pertinent information
presented. Placement tests may be administered if further
information is necessary. Allowable credits toward graduation will be
recorded on the student’s transcript.
A grade of P (passing) or F (failing) will be recorded for each of these
courses, with no curriculum level or course weight
considered. Class rank for students transferring from these schools will be
calculated solely on the basis of courses earned while enrolled in the
Catawba County Schools System and will not reflect grades earned in
courses completed while in the transferring program. The principal will
make the final decision regarding course credit or grade level completed
based on the student’s transfer transcript. Additional information for can
be found in Board of Education Policy 3.7500.
English
Academic course levels are determined by each school based on
student need and will vary among Catawba County high schools.
English I
Offered: All high schools
Credit: 1 Unit
Grade Level: 9
The English I course provides a foundational study of literary genres
(novels, short stories, poetry, drama, literary nonfiction). It should
include influential U.S. documents and one Shakespearean play.
The North Carolina Final Exam is required for this course.
English II
Credit: 1 Unit
Grade Level: 10
English II introduces literary global perspectives focusing on literature
from the Americas (Caribbean, Central, South, and North), Africa,
Eastern Europe, Asia, Oceania, and the Middle East. Influential U.S.
documents and a Shakespearean play should be included. The
English II End of Course Exam is required for this course.
English III
Credit: 1 Unit
Grade Level: 11
English III is an in-depth study of U.S. literature and U.S. literary
nonfiction, especially foundational works and documents from the
17th century through the early 20th century. At least one
Shakespearean play should be included. The North Carolina Final
Exam is required for this course.
English IV
Credit: 1 Unit
Grade Level: 12
English IV completes the global perspective initiated in English II.
Though its focus is on European (Western, Southern, Northern)
literature, this course includes important U.S. documents and
literature (texts influenced by European philosophy or action). At
least one Shakespearean play should be included. The North Carolina
Final Exam is required for this course.
Creative Writing
Offered: B
Journalism (Yearbook)
Prerequisite: Application required
Credit: 1 Unit per semester
Grade Levels: 10-12
The emphasis is on business, advertising, and literary skills needed to
produce a yearbook. Students develop skills and gradually assume
leadership responsibilities.
Advanced Placement English Language & Composition
Prerequisite: Honors English III, DC
Credit: 1 Unit
Grade Level: 11-12
An AP course in English Language and Composition engages students
in becoming skilled readers of prose written in a variety of rhetorical
contexts and in becoming skilled writers who compose for a variety of
purposes. Both their writing and their reading should make students
aware of the interactions among a writer’s purposes, audience
expectations, and subjects, as well as the way genre conventions and
the resources of language contribute to effectiveness in writing.
AP English Language and Composition satisfies the English III credit
requirement.
Students are expected to take the AP exam for this course.
Advanced Placement English Literature & Composition
Prerequisite: Honors English IV, DC
Credit: 1 Unit
Grade Level: 12
An AP English Literature and Composition course engages students in
the careful reading and critical analysis of imaginative literature.
Through the close reading of selected texts, students deepen their
understanding of the ways writers use language to provide both
meaning and pleasure for their readers . As they read, students
consider a work’s structure, style and themes, as well as such
smaller-scale elements as the use of figurative language, imagery,
symbolism and tone. AP English Literature and Composition satisfies
the English IV credit requirement.
Credit: 1 Unit
Grade Levels: 9-12
This course is an elective for students who want to improve their
writing abilities in prose and verse. Most genres such as short story,
drama, poetry, and nonfiction are included. Students will be involved
in self and peer evaluation.
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Mathematics
Introductory Math
Offered: M
Credit: 1 Unit
Grade Level: 9-12
This course includes an introduction to signed numbers and solving
linear equations. Additionally, the student will learn to use properties
and relationships in geometry and standard units of measure to solve
problems.
Foundations of Math I
Credit: 1 unit
Grade Level: 9-12
This course provides an introduction to basic algebra and involves a
review of basic mathematical skills. Foundations of Math I serves as
the prerequisite for Math I (Y).
Math I (Y)
Prerequisite: Foundations of Math I
Credit: 1 Unit
Grade Levels: 9-12
This course must be taken in addition to Foundations of Math I to
meet the Math I graduation requirement. The North Carolina End-ofCourse test is required for this course.
Math II (Y)
Prerequisite: Foundations of Math II, DC
Credit: 1 Unit
Grade Levels: 10-12
This course must be taken in addition to Foundations of Math II to meet
the Math II graduation requirement. The North Carolina Final Exam is
required for this course.
Math II
Prerequisite: Math I
Credit: 1 Unit
Grade Levels: 9-12
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 inferences and justifying conclusions. The North
Carolina Final Exam is required for this course.
Foundations of Math III
Math II
Credit: 1 unit
Grade Levels: 11-12
This course provides an introduction to basic algebra and involves a review
of basic mathematical skills. Foundations of Math III serves as a
prerequisite for Math III (Y).
Math III (Y)
Prerequisite: Foundations of Math III
Credit: 1 Unit
Grade Levels: 11-12
Math I
Prerequisite: DC
This course must be taken in addition to Foundations of Math III in order to
complete the Math III graduation requirement.
Credit: 1 Unit
Grade Levels: 9-12
Math III
Prerequisite: Math II
Math I provides 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. The North Carolina End-of-Course test is required for this
course.
Foundations of Math II
Prerequisite: Math I
Credit: 1 Unit
Grade Levels: 10-12
This course provides an introduction to basic algebra and involves a
review of basic mathematical skills. Foundations of Math II serves as
the prerequisite for Math II (Y).
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Credit: 1 Unit
Grade Levels: 10-12
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. The North Carolina Final Exam is required for this
course.
Essentials for College Math
Prerequisite: Math III
Credit: 1 Unit
Grade Levels: 11-12
The course, Essentials for College Math, prepares students for college level
math courses and emphasizes higher order thinking skills enabling students to
apply math skills, functions, and concepts in different situations. This course is
designed for students who do not plan to major in a STEM (science, technology,
engineering or mathematics) area. This course serves as a fourth math, higher
than Math III, that fulfills NC graduation requirements.
The North Carolina Final Exam is a required for this course.
Advanced Functions and Modeling
Topics in Calculus
Offered: B, BHHS, M, SSHS
Prerequisite: Pre-Calculus, DC
Credit: 1 Unit
Grade Levels: 11-12
Credit: 1 Unit
Grade Levels: 10-12
Advanced Functions and Modeling provides students an in-depth
study of modeling and applying functions. Home, work,
recreation, consumer issues, public policy, and scientific
investigations are just a few of the areas from which applications
should originate. Appropriate technology, from manipulatives to
calculators and application software, should be used regularly for
instruction and assessment. The North Carolina Final Exam is
This course is designed for students who have completed
Pre-Calculus and have the desire to explore calculus topics such as limits,
derivatives, related rote applications, and optimization applications. This
course will prepare students to succeed in college level calculus or AP
Calculus.
*Honors Weight
Honors Discrete Math
Credit: 1 Unit
Grade Levels: 11-12
This course introduces students to the mathematics of networks,
social choice, and decision making. The course introduces and
extends the student’s application of matrix arithmetic and
probability. Applications and modeling are central to this course
of study. Appropriate technology, from manipulatives to
calculators and application software, will be used regularly for
instruction and assessment. The North Carolina Final Exam is
Probability/Statistics
Offered: B
Prerequisite: Honors Math II
Credit: 1 Unit
Grade Levels: 11-12
This course is an introduction to elementary statistics/probability
including such topics as random variables, normal distribution,
standard deviation, correlation, binomial, Poisson, normal,
gamma, exponential, and Chi-Square distributions. This course
will prepare students to succeed in college level or AP statistics.
Pre-Calculus
Prerequisite: Honors Math III
Credit: 1 Unit
Pre-Calculus provides students an honors level study of
trigonometry, advanced functions, analytic geometry, and data
analysis in preparation for calculus. Applications and modeling
should be included throughout the course of study. Appropriate
technology, from manipulatives to calculators and application
software, should be used regularly for instruction and
assessment. Students are expected to have a strong background
in Honors Math III or Honors Algebra II and Honors Geometry.
NOTE: Students will use a graphics calculator for in-class and
homework assignments. Although graphics calculators are
available at each high school, many students prefer to purchase
their own. Specific calculator recommendations are available
through the math department at each high school.
Advanced Placement (AP) Calculus AB
Prerequisite: Pre-Calculus or Topics in Calculus, DC
Credit:1 Unit
Grade Levels:11-12
Advanced Placement (AP) Calculus AB is primarily concerned with
developing the student’s understanding of the concepts of calculus and
providing experience with its methods and applications. The course
emphasizes a multi-representational approach to calculus, with concepts,
results, and problems being expressed graphically, numerically,
analytically, and verbally. The connections among these representations
are also important. The course is intended to be challenging and
demanding. This course will prepare students to take the AP Calculus AB
examination given in the spring. AP Calculus AB satisfies the fourth math
credit requirement.
Advanced Placement (AP) Calculus BC
Offered: S
Prerequisite: Advanced Placement Calculus AB, DC
Credit: 1 Unit
Grade Levels: 11-12
This course is an extension of Calculus AB rather than an enhancement.
The course emphasizes a multi-representational approach to calculus ,
with concepts, results, and problems being expressed graphically,
numerically, analytically and verbally. The connections among these
representations are also important. The course is intended to be
challenging and demanding. This course will prepare the students to take
the AP Calculus BC examination given in the spring. AP Calculus BC
satisfies the fourth math credit requirement.
Advanced Placement (AP) Statistics
Prerequisite: Honors Discrete Mathematics or Probability & Statistics
Credit: 1 Unit
Grade Levels: 11-12
Students will develop analytical and critical thinking skills as they learn to
describe data patterns and departures from patterns, plan and conduct
studies, use probability and simulation to explore random phenomena,
estimate population parameters, test hypotheses, and make statistical
inferences. This course will prepare students to take the AP Statistics
examination given in the spring. AP Statistics satisfies the fourth math
credit requirement.
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Science
Earth/Environmental Science
Credit: 1 Unit
Grade Level: 9
This course provides an opportunity to study the fundamental
principles of earth science while stressing the application of science to
everyday problems. Minerals, tectonics, geophysical processes,
meteorology, climatology, oceanography, astronomy, and space
exploration are topics covered. The North Carolina Final Exam is
Physical Science
Prerequisite: Earth Science
Credit: 1 Unit
Grade Level: 9-10
This course emphasizes practical application rather than theory and
introduces the basic tenets in chemistry and physics. Topics include
introductory chemistry, electricity, magnetism, waves, motion and
machines. The North Carolina Final Exam is required for this course.
Biology
Prerequisite: Earth Science, DC for sophomores
Credit: 1 Unit
Grade Levels: 10-11
This course fulfills the state requirement for a life science course. The
comprehensive study of biology includes cell structure, taxonomy,
plant and animal morphology and physiology and ecology. The North
Carolina End of Course exam is required for this class.
Advanced Studies in Biology
Offered: B, BHHS, F, S
Prerequisite: Honors Biology, Chemistry, DC
Credit: 1 Unit
Grade Levels: 11-12
Objectives of this advanced level course include organic compound,
chemistry cell structure and function and bioenergetics. Completion
of both AP Biology and Advanced Studies in Biology is recommended
for those planning to take the College Board AP exam in Biology as
well as for those who intend to pursue a career in biological science.
*Honors Weight
Chemistry I
Offered: BHHS, F, M, S, B
Prerequisite: Math II, DC
Credit: 1 Unit
Grade Levels: 11-12
This course focuses on matter and energy. The laboratory activities
include both qualitative and quantitative experiments. Mathematical
calculations of theories and laws are emphasized. This course fulfills
the state graduation requirement of one unit of physical science and
is designed to be college preparatory. The North Carolina Final Exam
is required for this course.
Page 26
Chemistry II
Offered: S
Prerequisite: Honors Chemistry I, DC
Credit: 1 Unit
Grade Levels: 11-12
This rigorous course reviews concepts taught in Chemistry I and
covers others such as acids/bases, thermodynamics and oxidationreduction reaction. There is a strong emphasis on mathematical
calculations in chemistry. This course is comparable to Chemistry I
in college and is a prerequisite for AP Chemistry.
*Honors Weight
Physics
Prerequisite: Math III, DC (Pre-Calculus recommended)
Credit: 1 Unit
Grade Levels: 11-12
This course is a study of the basic concepts in physics emphasizing
the mathematical aspects. Students will participate in intensive
laboratory activities and independent projects. The North Carolina
Final Exam is required for this course.
*Honors Weight
Anatomy and Physiology
Offered: B
Prerequisite: Biology, DC
Credit: 1 Unit
Grade Levels: 11-12
This class examines each of the major body systems and will consist
of lecture, discussions, labs (including dissections), and student
presentations. Students will gain an appreciation of the diversity
with which different organisms approach anatomical and
physiological functions and constraints.
*Honors Weight
Biotechnology
Offered: S
Prerequisite: Honors Biology
Credit: 1 unit
Grade Levels: 11-12
The Honors Biotechnology course is a combination of microbiology,
bacteriology and genetics. This course is designed to be a
combination of class discussion and laboratory experiences
examining the implications of biotechnology. Students will learn the
meaning and importance of maintaining a sterile environment and
will practice the use of sterile techniques when manipulating DNA,
genes and enzymes. Students will be required to complete an
independent research project.
*Honors Weight
Sports Medicine
Offered: S
Prerequisite: Biology, DC
Advanced Placement (AP) Biology
Prerequisite: Advanced Biology Studies, Chemistry, DC
Credit: 1 Unit
Grade Levels: 10-12
Credit: 1 Unit
Grade Levels: 11-12
This program is designed for students interested in the career of
athletic training. The primary focus will include, but not be limited to,
the following topics: injury prevention, physical training and
conditioning techniques, nutritional considerations, protective sports
equipment, psychology of sports injury/illness, mechanisms and
characteristics of sports trauma, tissue response to injury, human
anatomy, exercise physiology, biomechanics, kinesiology, CPR/blood
borne pathogens, injury assessment and evaluation, environmental
concerns, basic taping and bandaging, explanations of therapeutic
modalities, basic exercise rehabilitation, drug use/abuse in sports,
and skin disorders. Students will be required to engage in practical
experience outside of class for the purpose of applying knowledge
and techniques learned in class.
This course shifts from a traditional “content coverage” model of
instruction to one that focuses on enduring, conceptual understandings
and the content that supports them. The science practices in this class
enable students to establish lines of evidence and use them to develop
and refine testable explanations and predictions of natural phenomena.
The practices are applied to the content of evolution, cellular processes,
genetics and interactions. AP Biology satisfies the Biology credit
requirement.
Advanced Placement (AP) Chemistry
Offered: S, F
Prerequisite: Chemistry II
Credit: 1 Unit
Grade Levels: 11-12
Designed for students pursuing a career in chemistry, this course is an indepth study of matter, reactions, stoichiometry, equilibrium, kinetics, and
thermodynamics. Laboratory work will be equivalent to that of a freshman
level college course. This class will prepare students to take the AP
Chemistry examination given in the spring. AP Chemistry satisfies the
physical sciences credit requirement.
Advanced Placement (AP) Environmental Science
Prerequisite: Honors Biology, Chemistry, DC
Credit: 1 Unit
Grade Level: 11-12
The goal of this course is to provide students with scientific principles,
concepts, and methodologies required to understand the
interrelationships of the natural world. Additionally, students will be able
to identify and analyze environmental problems, both natural and human
made, to evaluate the relative risks associated with these problems, and
to examine alternative solutions for resolving and/or preventing them. AP
Environmental Science is an interdisciplinary course combining chemistry,
biology, ecology, geology, and toxicology. This course will be taught using
a combination of class discussion, lab and field studies. This class will
prepare students to take the AP Environmental Science examination given
in the spring. AP Environmental Science satisfies the earth/environmental
science credit requirement.
Page 27
Social Studies
World History
Credit: 1 Unit
Grade Level: 9-12
The World History course will address six (6) periods in the study of
World History, with a key focus of study from the mid-15th century to
present. Students taking this course will study major turning points
that shaped the modern world. The desired outcome of this course is
that students develop, relevant enduring understandings of current
world issues and relate them to their historical, political, economic,
geographical and cultural contexts.
American History : The Founding Principles,
Civics and Economics
Credit: 1 Unit
Grade Level: 10-12
Course description: TBD
American History I: The Founding Principles
Credit: 1 Unit
Grade Level: 10-12
Students enrolled in American History I will examine the historical and
intellectual origins of the United States including important political
and economic factors that include the writing and key ideas of the
U.S. Constitution. Students will also learn about the establishment of
political parties, America’s westward expansion, the growth of
sectional conflict, how that sectional conflict led to the Civil War, and
the consequences of the Civil War, including Reconstruction.
American History II
Credit: 1 Unit
Grade Level: 10-12
The Founding Principles will guide students from the late nineteenth
century time period through the early 21st century. Students will
examine the political, economic, social and cultural development of
the United States from the end of the Reconstruction era to present
times.
Page 28
Current Events
Offered: B, S
Prerequisite: DC
Credit: 1 Unit
Grade Level: 9-12
This course will include a study of important world and national events that
occur on a daily basis. Students will use different resources in an effort to
learn about these events. An important part of the class will be concerned
with information related to the government, the economy, and the United
States justice system .
Advanced Placement (AP) U.S. History
Prerequisite: Honors American History I, DC
Credit: 1 Unit
Grade Level: 11-12 (10-12;M)
Beginning in fall 2014, AP United States History will feature a redesigned
curriculum. The redesigned course is structured around the following seven
themes:
 Work, Exchange, and Technology
 Identity
 Ideas, Beliefs, and Culture
 America in the World
 Environment and Geography
 Politics and Power
 Peopling
The course is divided into 9 chronological periods beginning in 1491. The
following are sample student outcomes expected of students enrolled in AP
US History:
 The ability to deal critically with the main issues and documents of U.S.
history
 The ability to assess the relevance, importance and reliability of
historical sources and to weigh the interpreted evidence of the past
presented in historical scholarship
 To write and present historical evidence clearly and persuasively as well
as to write essay examinations and analytical and research papers
 The ability to interpret and analyze primary sources including
documentary materials, maps, statistical tables, and pictorial and
graphic evidence of historical events
AP United States History and an additional social studies elective satisfy the
American History I and American History II credit requirement.
Advanced Placement (AP) World History
Offered: S
Prerequisite: Honors World History, DC
Credit: 1 unit
Grade Level: 10-12
The AP World History course content is structured around the
investigation of five course themes and 19 key concepts in six different
chronological periods, from approximately 8000 B.C.E. to the present.
Theme 1: Interaction Between Humans and the Environment
Theme 2: Development and Interaction of Cultures
Theme 3: State-Building, Expansion, and Conflict
Theme 4: Creation, Expansion, and Interaction of Economic Systems
Theme 5: Development and Transformation of Social Structures
In addition to the themes and concepts taught in this course, students will
become better historical thinkers by participating in activities that include:
Crafting Historical Arguments from Historical Evidence
Chronological Reasoning
Comparison and Contextualization
Historical Interpretation and Synthesis
AP World History satisfies the World History credit requirement.
Advanced Placement (AP) Human Geography
Offered: B, F, M, S
Prerequisite: Honors World History and/or DC
Credit: 1 Unit
Grade Level: 10-12
The purpose of the AP Human Geography course is to introduce
students to the systematic study of patterns and processes that have
shaped human understanding, use, and alteration of the Earth’s
surface. Students learn to employ spatial concepts and landscape
analysis to examine human socioeconomic organization and its
environmental consequences. They also learn about the methods
and tools geographers use in their research and applications.
Students are expected to take the AP Exam for this course.
Advanced Placement (AP) U.S. Government and Politics
Prerequisite: Honors Civics and Economics
Credit: 1 Unit
Grade Level: 10-12
The AP U.S. Government and Politics course involves the study
of democratic ideas, balance of powers, and tension between
the practical and ideal in national policymaking. Students
analyze and discuss the importance of various constitutional
principles, rights and procedures, institutions, and political
processes that impact us as citizens. This course covers the
following topics:
 Constitutional Underpinnings of United States
Government
 Political beliefs and behaviors
 Political parties, interest groups and mass media
 Institutions of National Government: The Congress, The
Presidency, The Bureaucracy and The Federal Courts
 Public Policy
 Civil Rights and Civil Liberties
World Languages
French I, Spanish I
French Offered: B, F (Grades 9-12)
Spanish Offered: All high schools (Grades 9-12)
Credit: 1 Unit
This course is an introduction to the study of the target language and
its culture and may be taken during middle or high school. Students
perform the most basic functions of the language and become
familiar with some elements of its culture. The emphasis is placed on
the four areas of language development: listening, speaking, reading,
and writing within a given context extending outside of the classroom
setting when possible. Students acquire some insight into how
languages and cultures work by comparing the target language and
culture(s) to their own. Integration of other disciplines is ongoing
throughout the course.
French II, Spanish II
Spanish Offered: All high schools (Grades 9-12) Prerequisite:
French I/Spanish I, DC
Credit: 1 Unit
This course provides students with opportunities to continue the
development of their listening, speaking, reading, and writing skills in a
second language. Students participate in conversational situations by
combining learned elements of the language orally and in writing. They are
able to satisfy basic survival needs and interact on issues of everyday life.
Integration of other disciplines is ongoing throughout the course.
French III, Spanish III
Spanish Offered: All high schools (Grades 10-12)
Prerequisite: French II/Spanish II, DC
Credit: 1 Unit
This course provides students with additional opportunities to expand
their second language skills as they complete various project based
assignments. Students satisfy more extensive communication and social
interaction demands. They are able to interpret authentic materials within
a cultural context and compose material as well. Students continue to
refine their knowledge and understanding of the target language and
culture(s).
*Honors Weight
French IV, Spanish IV
Spanish Offered: B, F, M (Grades 11-12)
Prerequisite: French III/Spanish III, DC
Credit: 1 Unit
Students begin to communicate complex ideas and concepts extensively
through written and spoken language. There is more
in-depth study of
the target culture(s) and their influence throughout the world. Students
are able to connect the target language to other disciplines and can
compare it to their own language. Finally, students are able to use the
language inside and outside of the classroom setting.
*Honors Weight
French V, Spanish V
Spanish Offered: B, F, M (Grades 11-12)
Prerequisite: French IV/Spanish IV, DC
Credit: 1 Unit
This course emphasizes the use of language for active communication that
can be used in various activities and disciplines, and in formal and informal
settings. Emphasis is placed on comprehension of the spoken and written
target language in various contexts, and the organization and sharing of
oral presentations and written compositions.
*Honors Weight
Page 29
Health and
Physical Education
Students are expected to dress appropriately and participate
to receive credit Physical Education courses.
Health and Physical Education
Credit: 1 Unit
Grade Level: 9
Health and Physical Education is a required course for graduation.
Participation is required. For safety and hygiene purposes, students
are required to change into athletic clothing for this class.
This class is divided into 45 days of health education and 45 days of
physical education. Areas of study in health education include units
on mental health, physical fitness, nutrition, chemical and substance
abuse, family life, consumer health, and chronic diseases. Areas of
emphasis in physical education are physical fitness, learning basic
fundamental skills in team and individual sports, and learning to
interact appropriately with peers through participation in physical
activity.
Physical Education I
Prerequisite: H/PE
Credit: 1 Unit
Grade Level: 10
This course emphasizes advanced
concepts in recreational and team sports. Students are able to
enhance their athletic ability and learn leadership skills. Additionally,
students will learn various team rules at an advanced skill level,
affording them the opportunity to officiate at the elementary school
level.
Page 30
Physical Education II
Prerequisite: H/PE
Credit: 1 Unit
Grade Level: 11
This course emphasizes the importance of physical fitness, diet and
nutrition in daily living. Activities include aerobics, walking, strength
exercises, jogging, station exercises, and nutrition in daily living.
Lifetime diet, nutrition, and social fitness skills are
components of the classroom phase.
Advanced Physical Education III
Prerequisite: H/PE; DC
Credit: 1 Unit
Grade Level: 10-12
This rigorous course is designed to fit the needs of the student athlete
and those who strive to reach high levels of physical fitness. This
course will focus on building muscular strength, flexibility, and cardio
respiratory endurance. All participants are expected to participate
and track progress on a daily basis.
Weight Training/Conditioning
Prerequisite: H/PE
Credit: 1 Unit
Grade Level: 10-12
This course emphasizes wellness as a lifetime goal promoting physical
fitness through proper diet and nutrition, strength and agility training.
Students will learn how each muscle group is affected by the different
types of lifts. They will also be able to individualize a program to
meet their own personal health and wellness goals.
Arts Education
Beginning
Intermediate
Proficient
Advanced
Standards are for
students with no or
limited K-8
progression in the
arts education
discipline (dance,
music, theatre arts, or
visual arts).
Standards are for
students who have had
a complete K-8
progression or who
have achieved beginning level standards in
the discipline at the
high school level.
Standards are for
students who have
achieved intermediate
level standards in the
discipline at the high
school level.
Standards are for
students who have
achieved proficient
level standards in the
discipline at the high
school level.
Arts education courses are aligned with the NC Arts Education Essential Standards and are organized by four
proficiency levels; Beginning, Intermediate, Proficient and Advanced. The Arts curriculum was restructured and
consequently approved by the North Carolina State Board of Education in March 2012. Arts students will be enrolled in
the appropriate level of instruction based on teacher assessment of student talent as evidenced by mastery of leveled
course objectives, portfolio review and/or an audition at the end of each semester or within the first ten schools days
of the new semester. By North Carolina State Board policy, students placed in the Proficient or Advanced levels of any
arts course will receive weighted (Honors) credit. Advanced Placement (AP) arts courses retain their designations and
are taught according to AP guidelines. Students may repeat arts education courses for credit at any proficiency level
including Proficient and Advanced.
Visual Arts
Beginning Visual Design
Credit: 1 Unit
Grade: 9-11 All high schools; DC for 12th Grade
Beginning Visual Design is a prerequisite class for all high school art
students. This class is designed to assess the needs of the individual
student based on his/her prior experiences with visual arts. Students
will develop communication skills using the visual arts language and
apply creative and critical thinking skills to artistic expression.
Students will learn how to use a variety of tools and media safely;
understand the global, historical, societal, and cultural contexts of
visual design; recognize the interdisciplinary connections and life
applications of visual art; and learn how to generate critical responses
to visual arts. Students will work with two-dimensional techniques
and materials and may begin a portfolio of works that demonstrate
growth in visual arts.
Color Theory
Offered: B
Prerequisite: Beginning Visual Design
Credit: 1 Unit
Grade Level: 9-12
This course provides an introduction to the development of color
theory and solving color problems. This course is a continuation of
Beginning Visual Design where students apply creative and critical
thinking skills to artistic expression. A variety of media will be used.
Intermediate Art
Offered: B, BHHS, F, M
Credit: 1 Unit
Grade Level: 10-12
This course is a continuation of Beginning Visual Design with
advanced study in drawing and painting. The student is
encouraged to strive for originality and creativity while developing
pieces of art for a portfolio and possible post secondary
consideration.
Visual Art
Offered: B, F, M, S
Prerequisite: Intermediate Art, DC
Available Levels: Proficient, Advanced
Credit: 1 Unit
Grade Level: 11-12 (B, F, M, S)
This course is designed to allow the advanced art student an
individualized approach to learning. Experiences will be
exploratory, requiring the development of critical problem solving
skills. Students will explore various media, become fluent in visual
language and continue to study how visual art communicates with
its viewer. Students will also examine the historical context of art.
Page 31
Beginning Drawing
Offered: BHHS, S
Prerequisite: Beg. Visual Design (S); Int. Art (BHHS)
Beginning Sculpture
Offered: BHHS, F, M, S
Credit: 1 Unit
Grade Level: 9-12
Credit: 1 Unit
Grade Level: 9-12
Beginning drawing is a course that allows students to explore
different drawing media and techniques using pen and ink, charcoal,
pencil and colored pencil in a safe and appropriate manner. Students
will draw studies from life, still life, landscape and the human form.
Students will use the language of the visual arts to communicate
effectively, apply their creative and critical thinking skills, and build a
body of work that demonstrates their artistic growth. Students will
understand the global, historical, societal and cultural contexts of the
visual arts and identify interdisciplinary connections through art
history and art criticism. Students are expected to build a portfolio
that chronicles their growth and understanding of the subject.
This course is designed to introduce students to working with a
variety of methods and materials when creating sculptures as fine art.
Students will meet high expectations of this class while learning to
communicate effectively with visual art language. Students will be
creating original works of art that demonstrate critical thinking and
artistic expression; creating work from a variety of materials; and
understanding the global, historical, societal, and cultural connections
of sculpture. Students will also understand how sculpture relates to
other disciplines and how to think critically while assessing sculpture.
Upon mastery of all skills and expectations of this course, students
will be prepared to continue working in higher level classes. All
students will be required to maintain a digital portfolio of their works
for review.
Drawing
Offered: S
Prerequisite: Beginning Drawing
Available Levels: Intermediate, Proficient, Advanced
Sculpture
Offered: F, M, S
Prerequisite: Beginning Sculpture
Credit: 1 Unit
Grade Level: 10-12
Credit: 1 Unit
Grade Level: 10-12
This course further develops the student’s drawing skills and personal
voice while using a variety of media and techniques to promote
personal expression and innovative solutions to artistic problems.
Students will explore the historical connections of art through style,
movement and artist. Students are expected to use art vocabulary to
critique art and to understand the global contexts of the visual arts.
Students’ growth and understanding of the visual arts will be
reflected in their portfolio of work.
This course is designed to continue student learning of threedimensional works of visual art. Students will work with open-ended
sculptural situations in an effort to increase their ability to solve
artistic problems and to become more expressive in their works of
art. Students will continue their learning of global, historical, societal,
and cultural works of sculpture. Students who successfully complete
and master all skills and techniques for this course will be allowed to
continue to the proficient level. All students will be required to
maintain a digital portfolio of their works for review.
Advanced Studies in Visual Art
Offered: B, F, M, S
Prerequisite: Portfolio, DC
Beginning Pottery
Offered: BHHS, S
Credit: 1 Unit
Grade Level: 11-12
Credit: 1 Unit
Grade Level: 9-12
This course is designed for the student who wishes to pursue an indepth study in a specific medium. An emphasis will be placed on
independent study, allowing the student to develop a personal body
of work for portfolio review. This body of work and its content will be
determined by the student in collaboration with the teacher.
Students complete works that may be submitted for college
admission and national portfolio exhibition. All students are required
to maintain a digital portfolio of their work throughout the semester.
This course introduces students to 3-dimensional hand-building with
clay. Pottery students will research traditional pottery making from
pre-historic times through modern day. Students will also gain an
understanding of how pottery is interconnected to other disciplines
and will demonstrate this knowledge through an analysis of various
potters. Students will learn to communicate in the language of clay as
it relates to their work and the works of others. All students will be
required to maintain a digital portfolio of their works for review.
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Pottery
Offered: S
Prerequisite: Beginning Pottery
Credit: 1 Unit
Grade Level: 10-12
Upon completion and skill mastery at the beginning level, students
may continue at the intermediate level. This course is designed to
further hand-building clay forms and to challenge the students in
discovering their visual voice. Students will begin to work on the
potter’s wheel. Students at this level will analyze their works to
demonstrate understanding of the roles emotion, imagination, and
creativity play while producing functional works of pottery. Students
will also study the role of production potters and their contribution to
various cultures. All students will be required to maintain a digital
portfolio of all works for review. *Honors Weight (Proficient &
Advanced)
Beginning Photography
Offered: F, M, S
Prerequisite: Beginning Visual Design (M, S)
Credit: 1 Unit
Grade Level: 9-12
Students will be introduced to the basics of photography as fine art.
Students will work with traditional black and white darkroom
photography (S) and digital photography and editing skills (F).
Emphasis is placed on composition and using the elements and
principles of design. Students will study the history of photography
and how the camera works to capture the image. Students will gain
an understanding of how photography has influenced the global
community, history, society, and various cultures. Students will also
demonstrate their ability to solve aesthetic problems as presented
with photographic works of art. All students will be required to
maintain a digital portfolio of photos taken during this class.
*Cameras are required for this course. Check with the teacher for
detailed information regarding camera requirements.
Photography
Offered: F, S
Prerequisite: Beginning Photography
Credit: 1 Unit
Grade Level: 10-12
Students will continue their study of photography techniques and
procedures. Students will develop stronger composition skills as they
explore a variety of subjects that appeal to the photographer.
Students will demonstrate their ability to work independently as they
consider innovative solutions to artistic problems. Works will come
from their experiences and observations as they create thematic
bodies of work. All students must maintain the appropriate and safe
use of equipment, tools, and processes used for fine art photography.
Students will continue to gain knowledge of how photography
explores concepts of civics and economics, systems, functions,
structures, democracy, and interdependence. All students will
maintain a digital portfolio of their highest quality works created in
this class. *Cameras are required for this course. Check with the
teacher for detailed information regarding camera requirements.
Beginning Painting
Offered: BHHS, S
Credit: 1 Unit
Grade Level: 9-12
Beginning painting is a course that allows students to explore different
drawing media and techniques using watercolor, acrylic paint, and
pastels in a safe and appropriate manner. Students will paint studies
from life, still life, landscape and the human form. Students will use the
language of the visual arts to communicate effectively while applying
their creative and critical thinking skills and building a body of work that
demonstrates growth. Students will understand the global, historical,
societal and cultural contexts of the visual arts and interdisciplinary
connections through art history and art criticism. Students are required
to build a portfolio to advance into each higher level.
Painting
Offered: S
Prerequisite: Beginning Painting
Credit: 1 Unit
Grade Level: 10-12
This course further develops the student’s painting skills and personal
voice while using a variety of media and techniques to encourage
personal expression and to provide innovative solutions to artistic
problems. Students will explore the historical connections of art through
style, movement and artist. Students are expected to use art vocabulary
to critique art and understand the global contexts of the visual arts.
Students will develop a portfolio of work.
Advanced Placement (AP) Studio Art: 2 Dimensional
Design; 3 Dimensional Design; Drawing Portfolio
Offered: S
Prerequisite: Portfolio, DC
Credit: 1 Unit
Grade Level: 11-12
This course is designed in alignment with Advanced Placement (AP)
standards. This is the highest level course for visual art. Students will
complete a body of work in one of three areas: 2-Dimensional Design,
3-Dimensional Design, or Drawing. Portfolio submissions for this class
will be graded by AP and can result in a college credit and advanced
course placement at the post-secondary level. All students are required
to complete AP submission for this course.
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Music
Beginning Chorus (Offered both semesters)
Credit: 1 Unit
Grade Level: 9-12
Marching Band (Fall semester)
Prerequisite: Middle School Band or equivalent
Credit: 1 Unit
Grade Level: 9-12 All High Schools
This performance based course is designed to develop individual
skills in vocal techniques, basic music theory and harmony, and
basic music history. Students are expected to develop musical
literacy to a level of competency according to ability. Students will
perform music at Level III and IV and participate in the NC Large
Ensemble Music Performance Adjudication in the spring. This
course will provide the opportunity to participate in the Solo/Small
Ensemble Music Performance Adjudication and the NC All State
Chorus in the spring. School and community performances will take
place both semesters.
This course is designed to continue developing individual musical and
ensemble skills. Band literature, technical studies and performances
will be used to achieve these goals. Performances include concerts,
halftime shows, stands music, parades and other events. Following
the marching season, this class becomes a symphonic group. This is a
performance-based class.
Concert Choir (Offered both semesters)
Prerequisite: Audition; DC
Available Levels: Intermediate, Proficient
Credit: 1 Unit
Grade Level: 9 - 12
Credit: 1 Unit
Grade Level: 10-12
Participants develop advanced skills in vocal technique and basic
theory requiring in-depth study of choral literature. Students will
study at an advanced level and participate in more advanced
activities and performances. This course requires teacher approval
and/or audition. It is a performance-based class.
Students at Foard, Maiden, and St. Stephens are strongly
encouraged to take this course both semesters.
Ensemble (Offered both semesters)
Prerequisite: Audition, DC
Available Levels: Proficient, Advanced
Credit: 1 Unit
Grade Level: 11-12
Participants develop advanced skills in vocal technique and music
theory. The choral literature requires in-depth study and practice.
Students will study at an advanced level and participate in more
advanced activities and performances. It is a performance-based
class. Students are strongly encouraged to take this course both
semesters.
Concert Band (Offered both semesters)
Prerequisite: Middle School Band, DC
This course is designed to develop musical performance skills and the
study of symphonic music. Band literature, method books, scales,
technical studies and performances are some of the instructional
methods which will be used to achieve these goals. This course is
intended for those students who wish to continue their study of music
but not participate in the marching band. This is a performance-based
class.
Symphonic Band (Spring semester)
Prerequisite: Middle School Band, Audition
Credit: 1 Unit
Grade: 10-12
The Symphonic Band course is designed for students to continue their
study of symphonic music. It emphasizes the continuation and
development of individual musical and ensemble skills. Band
literature, method books, scales, technical studies and performances
will be used to achieve these goals. This is a performance-based class.
Preparatory Band (Fall)
Offered: F
Prerequisite: Audition
Available Levels: Beginning
Credit: 1 unit
Grade Level: 9-11
This course is designed to give students who were not enrolled in a
band class at the middle school an opportunity to begin musical
instruction. It may also serve students who have taken an extended
break from music performance or students who wish to learn a
second instrument. The goal of the course is to prepare students for
admission in the symphonic band. Band literature, method books,
scales, technical studies and performances will be used to achieve
these goals. This is a performance-based class.
Page 34
Percussion Ensemble (Fall Only)
Offered: BHHS, M, S
Prerequisite: Middle School Band or equivalent
Credit: 1 Unit
Grade Level: 9-12
The course objectives of Percussion Ensemble include developing the
student’s ability to read and appreciate music as well as understanding
the concepts of melody, rhythm, dynamics, tone, color, harmony, and
form. Students will demonstrate techniques necessary to play
different types of percussion as well as the care and maintenance
required for these instruments.
Jazz Band (Spring Only)
Offered: B, BHHS, M
Credit: 1 Unit
Grade Level: 9-12
This course offers the basics of performance in jazz, swing, blues and
rock music in a “big band” setting. A “big band” consists of
saxophones, trombones, trumpets, and a rhythm section.
Improvisation may be introduced. This group performs at concerts,
festivals, and community and school functions.
Color Guard (Fall Only)
Available Levels: Beginning, Intermediate, Proficient,
Advanced
Credit: 1 Unit
Grade Level: 9-12
This class is designed to develop performance skills while using various
pieces of equipment. Routines and drills written for football halftime
shows, parades, marching band contests and small group work will be
used to achieve these goals. Advanced students will be required to
expand their technical skills and complete choreography assignments
to demonstrate a higher understanding of artistic performance and
leadership. This is a performance-based class.
Winter Guard (Spring Only)
Offered: F, M, S
Available Levels: Beginning, Intermediate, Proficient,
Advanced
Credit: 1 Unit
Grade Level: 9-12
This class is designed to develop individual ensemble performance
skills related to color guard. Routines and drills written for winter
guard will be used to achieve these goals. Advanced students will be
required to expand their technical skills and complete choreography
assignments to demonstrate understanding of artistic performance
and leadership. This is a performance-based class.
Music Appreciation/History
Offered: F, M, S
Credit: 1 Unit
Grade Level: 10-12
Music Appreciation/History is intended for non-performing music students
to study the music of the Western Hemisphere from the Ars Antiqua period
to present. Students will learn modern notational techniques as well as
basic performance skills. An appreciation for all forms of music will be
gained and students will learn to recognize and effectively evaluate various
genres. Students will complete a capstone research project as the final
exam.
Music Theory
Offered: M, S
Available Levels: Beginning, Intermediate
Credit: 1 Unit
Grade Level: 10-12
By the end of this course, students will demonstrate basic
sight-reading skills. Additionally, students will show their understanding of
chords, harmonies, harmonic progression, modes, and will be able to
analyze common compositions.
Music Methods
Offered: B, BHHS, M
Prerequisite: Marching/Concert Band, Symphonic Band, or
equivalent
Credit: 1 Unit
Grade Level: 10-12; 11-12 (B)
This is a special interest class designed as an internship for students
wanting to learn more about the business of running a band program.
Students will be expected to complete administrative, creative design and
maintenance tasks. Students will assist the director as needed.
Handbells
Offered: B, BHHS, S
Credit: 1 Unit
Grade Level: 9-12
The instructional focus of this course is to develop the student’s ability to
read printed music to develop the concepts of melody, rhythm, tempo,
dynamics, tone, color, harmony, and form ,and to develop an appreciation
of music. Students will participate in the care and maintenance of the
instruments and demonstrate techniques unique to playing handbells.
AP Music Theory
Offered: BHHS
Credit: 1 Unit
Grade Level: 10-12
The goal of the AP Music Theory Class is to develop a student’s ability to
recognize, understand and describe the basic materials and processes of
music that are heard and presented in a score. The achievement of this
goal may best be promoted by integrated approaches to the student’s
development of: aural skills, sight singing skills, written skills,
compositional skills, and analytical skills.
Students are expected to take the AP exam for this class.
Page 35
Theatre Arts
Beginning Theatre Arts
Credit: 1 Unit
Grade Level: 9-12
First-year theatre students will explore basic acting techniques,
philosophy of directing, concepts of design, and elements of
production.
Theatre Arts
Prerequisite: Beginning Theatre Arts
Available Levels: Intermediate, Proficient,
Advanced
Credit: 1 Unit
Grade Level: 9-12
This course is a continuation of Beginning Theatre Arts with an
emphasis on the application of concepts previously learned in acting,
directing, designing, and producing.
Musical Theatre
Offered: S
Available Levels: Intermediate, Proficient,
Advanced
Credit: 1 Unit
Grade Level: 9-12
Students will examine how musical theatre has contributed to the
social fabric and culture of the United States from the 17th century
through the 21st century. The course will identify and discuss the
contributions of the major artists who have made a significant impact
on the development of American musical theatre. In addition, this
course will provide each student the opportunity to develop vocal
techniques, audition and performance skills. The course will
culminate with a musical revue.
Page 36
Play Production
Credit: 1 Unit
Grade Level: 9-12
This course allows students to apply their skills in acting, directing, and the
technical aspects of lighting, sound, costume, set design, and construction.
This class will have the responsibility of a major production. Students
should be prepared to make a commitment of time beyond in-class
instruction.
Technical Theatre
Offered: B
Prerequisite: Intermediate Theatre Arts
Credit: 1 Unit
Grade Level: 11-12
This elective offers in-depth study of theatre management, stagecraft,
scenic design, lighting, sound, and videography. Students should be
prepared to make a commitment of time beyond in-class instruction.
Junior ROTC
Catawba County Schools offers Junior ROTC in all 5 of its traditional
high schools. The AJROTC (Army) is offered at Bandys and Fred T.
Foard, the AFJROTC (Air Force) at Bunker Hill and Maiden, and the
NJROTC (Navy) at St. Stephens High School. Every school gives
prospective cadets an opportunity to enroll in a minimum of 10
different courses. All schools offer honors level courses beginning
with the second course. Additionally all five high schools offer
Advanced Leadership and Drill as well as opportunities to attend the
Summer Leadership Academy in which cadets will earn 0.50 units
credit.
Each JROTC course builds upon the previous one becoming
progressively more in-depth. However, with the exception of the
first, or in some instances the first two courses it is not mandatory to
take the remaining courses in order. All courses are taught by retired
officers and enlisted personnel and all are certified teachers.
Air Force JROTC I-VIII
Offered: BH, M
Prerequisite: Previous course and/or DC
Credit: 1 unit
Levels I-IV: 9-11
Levels V-VIII: 11-12
Air Force JROTC is designed to provide cadets with a clear
understanding of Aerospace Science, including but not limited to Air
Force customs and courtesies, aviation history, the science of flight,
space exploration, astronomy, career opportunities, geography,
navigation, orienteering, global awareness, leadership, citizenship,
conflict resolution, health and wellness. Community service, uniform
inspection/proper military personal grooming and moderate physical
activity are expectations of the program.
In addition to more in depth study of the curriculum, additional
leadership responsibilities and duties will be expected as cadets
progress through the JROTC program. During the final two courses of
the program, cadets will participate in decision making and planning
for the unit. Duties may include the coordination of cadet training
activities, providing instruction to beginning cadets, leading physical
fitness training, conducting research based on case studies, and
completing individual community service projects.
Air Force JROTC Honors
In addition to the regular course requirements, cadets seeking honors
weight will be required to establish a leadership journal and complete
a major research project comprised of a research paper, a portfolio and
a presentation. All projects must be pre-approved by the senior JROTC
instructor. Honors weight will be applied based on the successful
completion of the cadet initiated research project.
Air Force JROTC Cadet Leadership Course
Offered: BH, M
Prerequisite: JROTC I; DC
Credit: 0.5 unit
Grade Level: 10-12
The Air Force Junior ROTC Summer Leadership School is a “mini” Officer
Training School run by AFJROTC instructors and is intended for cadets
who are highly motivated, show excellent leadership potential and
enjoy being challenged. Cadets are immersed in an environment that
includes precision drill and ceremonies, orienteering, marksmanship,
uniform wear, physical fitness, leadership training and academics.
Cadet leaders for the upcoming school year are typically selected from
those who have attended the Summer Leadership School. These
schools are held during the summer at various locations in North
Carolina, South Carolina and Virginia.
Air Force Advanced Leadership and Drill
Offered: BH, M
Prerequisite: DC
Credit: 1 unit
Grade Level: 10-12
This course is devoted to developing marching and leadership skills
necessary to perform basic and exhibition drill performances at JROTC
drill meets held throughout the region, largely on weekends.
Participation in weekend drill meets is mandatory for course credit to
be earned. Cadets also perform color guard duties at school events,
parades and other community ceremonies. Students must be enrolled
in an additional JROTC course during the year.
In addition to the JROTC curriculum, cadets will have the opportunity
to participate in a number of co-curricular activities such as but not
limited to: JROTC summer leadership schools, drill meets, model
rocketry programs, flying model programs, static model programs,
Kitty Hawk Air Society.
Page 37
Army JROTC I-VIII
Offered: B, F
Credit: 1 unit
Levels I-IV: 9-11
Levels V-VIII: 11-12
Army JROTC is designed to provide cadets with a clear
understanding of the Nations’ Defense Forces, American
history, civics, geography, navigation, orienteering, global
awareness, leadership, citizenship, conflict resolution, social
responsibility, health and wellness, and the history,
structure and purpose of the Army. The curriculum is based
on the principles of performance-based, learner-centered
education and promotes development of core abilities:
capacity for life-long learning, communication,
responsibility for actions and choices, good citizenship,
respectful treatment of others, and critical thinking
techniques. Community service, uniform inspection/proper
military personal grooming and moderate physical activity
are expectations of the program.
In addition to more in depth study of the curriculum,
additional leadership responsibilities and duties will be
expected as cadets progress through the JROTC program.
During the final two courses of the program cadets will
participate in decision making and planning for the unit.
Duties may include the coordination of cadet training
activities, providing instruction to beginning cadets, leading
physical fitness training, conducting research based on case
studies, and completing individual community service
projects.
In addition to the JROTC curriculum, cadets will have the
opportunity to participate in a number of co-curricular
activities such as, but not limited to:
JROTC Leadership Challenge and Academic Bowl (JLAB): A
three phase competitive program that is team based and
hosted by the College Option Foundation that is based on
academic knowledge and leadership skills.
JROTC Raider Challenge: A competitive program for JROTC
Cadets in five different fitness and skill events.
Air Rifle Competitions: Marksmanship programs that
promote teamwork, self confidence and marksmanship
skills.
Drill Competitions: Programs for traditional drill
formations including regulation and exhibition/pageantry
categories.
Page 38
Army JROTC Honors
In addition to the regular course requirements, cadets
seeking honors weight will be required to establish and
maintain a leadership journal and complete a major research
project comprised of a research paper, a portfolio and a
presentation. All projects must be
pre-approved by the senior JROTC instructor.
Honors weight will be applied based on the successful
completion of the cadet initiated research project.
Army JROTC Cadet Officer Leadership Course
Offered: B, F
Credit: 0.5 unit
Grade Level: 10-12
The Army Junior ROTC Junior Cadet Leadership Challenge
Course is run by AJROTC instructors and is intended for
cadets who are highly motivated, show excellent leadership
potential and enjoy being challenged. Cadets are immersed
in an environment that includes precision drill and
ceremonies, orienteering, marksmanship, uniform wear,
physical fitness, leadership training and academics. Cadet
leaders for the upcoming school year are typically selected
from those who have attended the Summer Leadership
School. These schools are held during the summer at various
locations in North and South Carolina.
Army Advanced Leadership and Drill
Offered: BH, M
Prerequisite: DC
Credit: 1 unit
Grade Level: 10-12
This course is devoted to developing marching and
leadership skills necessary to perform basic and exhibition
drill performances at JROTC drill meets held throughout the
region, largely on weekends. Participation in weekend drill
meets is mandatory for course credit to be earned. Cadets
also perform color guard duties at school events, parades
and other community ceremonies. Students must be
enrolled in an additional JROTC course during the year.
Naval Science I-VIII
Offered: S
Credit: 1 unit
Levels I-IV: 9-11
Level V-VIII: 11-12
Naval Science is designed to provide cadets with the
concepts of citizenship, followership and leadership.
Cadets will learn naval history, maritime geography,
oceanography, meteorology, astrology and physical
science, the inner workings of the Department of the
Defense and the Navy, the role of the US military and
overall military strategy. Additionally, cadets will learn
about ships, ship construction, organization, manning,
armament, navigation, seamanship and ship handling.
Community service, uniform inspection/proper military
personal grooming and moderate physical activity are
expectations of the program.
Naval Science JROTC Cadet Officer Leadership
Course
Offered: S
Credit: 0.5 unit
Grade Level: 10-12
The Navy Junior ROTC Summer Leadership School is a “mini”
Officer Training School run by NJROTC instructors and is
intended for cadets who are highly motivated, show excellent
leadership potential and enjoy being challenged. Cadets are
immersed in an environment that includes precision drill and
ceremonies, orienteering, marksmanship, uniform wear,
physical fitness, leadership training and academics. Cadet
leaders for the upcoming school year are typically selected
from those who have attended the Summer Leadership School.
These schools are held during the summer at various locations
in North and South Carolina.
Naval Science JROTC Honors
In addition to the regular course requirements, cadets
seeking honors weight will be required to complete a
research project comprised of a research paper, a
portfolio and a presentation. All projects must be preapproved by the senior JROTC instructor. Honors weight
will be applied based on the successful completion of the
student initiated research project.
Naval Science Advanced Leadership and Drill
Offered: S
Prerequisite: DC
Credit: 1 unit
Grade Level: 10-12
This course is devoted to developing marching and
leadership skills necessary to perform basic and
exhibition drill performances at JROTC drill meets held
throughout the region, largely on weekends.
Participation in weekend drill meets is mandatory for
course credit to be earned. Cadets also perform color
guard duties at school events, parades and other
community ceremonies. Students must be enrolled in a
JROTC course during the year.
Page 39
Occupational Course
of Study
The following courses are available for students with
disabilities who are specifically identified for this program by
the IEP team.
Occupational Course of Study English I, II, III, IV
Credit: 1 Unit
These courses are required for high school graduation for students in
the Exceptional Children’s Program who are enrolled in the Future
Ready Occupational Course of Study. Students enrolled in English II will
take the English II EOC at the end of the semester.
Occupational Course of Study Introduction to Mathematics
Occupational Course of Study Math I
Occupational Course of Study Financial Management
Credit: 1 Unit
These courses are designed for students in the Exceptional Children’s
Program whose post-secondary goal is employment. The coursework
emphasizes the practical application of math skills to everyday life.
Students enrolled in Math I will take the Math I EOC at the end of the
semester.
Occupational Course of Study Applied Science
Occupational Course of Study Biology
Credit: 1 Unit
The instructional focus of these courses is to teach skills related to personal health and well-being. Topics include: energy, force and motion, and
electricity and magnetism. Students enrolled in the Biology course are
required to take the Biology EOC at the end of the semester.
Occupational Course of Study American History I
Credit: 1 Unit
This course introduces students to the main events that have
occurred in the United States during the twentieth century. It is
designed to give students the fundamental knowledge of how the
United States has grown as a nation politically, socially, and
economically with a strong emphasis on what it means to be an
American citizen and the responsibilities of citizenship.
Page 40
Credit: 1 Unit
This course concentrates on the civil/constitutional rights of each
American citizen with a heavy emphasis on the rights of individuals with
disabilities. Self-advocacy skills for the workplace, community, and
school are taught. Students are provided the tools necessary to take an
active role in planning their future and the self-determination to
advocate for themselves.
Occupational Course of Study Career Preparation I
Credit: 1 Unit
Students will be introduced to employability skills, behaviors and
fundamental attitudes necessary to secure and maintain employment.
Students will participate in adult living and employment activities
through instruction time in the class and on-campus work activities.
Formal transition planning for post-school life continues throughout the
Occupational Preparation Courses. Development of the Career Portfolio
begins in the course with support in OCS English I.
Occupational Course of Study Career Preparation II
Credit: 1 Unit
Foundation career, job seeking, and independent living skills are
emphasized in this course. Students continue their instructional time and
work-based learning experiences in on-campus work sites or school
factories. Students continue to update their Career Portfolios in
conjunction with OCS English II.
Occupational Course of Study Career Preparation III
Credit: 1 Unit
This course is designed for students to apply skills learned in
Occupational Preparation II and III through community based vocational
training.
Students rotate through job shadowing activities each
grading period with support and supervision of school staff and business
partners. Instructional time is instrumental to discuss placements at the
community-based sites. Students continue to work on their Career
Portfolios with support from OCS English III.
Occupational Course of Study Career Preparation IV
Credit: 1 Unit
This is the culminating course in the Occupational Course of Study Career
Preparation Program. Students participate in an employment seminar
and have opportunities to solve work related problems, work on self
advocacy skills, and continue to work on and prepare to present their
career portfolio. Students work at a minimum wage work placement
during this course.
ESL
National Origin Minority students, those students whose first language is
not English, are administered a state-approved English language
proficiency test to determine eligibility and placement in the appropriate
courses listed below.
ESL-English As A Second Language (Expanding/Bridging)
Offered: BHHS, S
Prerequisite: DC
Credit: 1 Unit
Grade Levels: 9-12
The instructional focus of ESL classes is to teach language
acquisition skills: Reading, writing, listening and speaking to English
language learners in appropriately leveled classes. Instruction is
provided in linguistic complexity, vocabulary usage and language
control at each level.
This course is offered to Expanding and Bridging level English language
learners. Instruction will focus on the acquisition of academic language
skills necessary for students to experience success in content area
courses as they approach full proficiency in all five standards of the
English Language Development Essential Standards. Specific objectives
will target students’ acquisition of skills in the four language domains of
listening, speaking, reading, and writing.
ESL-English As A Second Language (Entering/Emerging)
Prerequisite: DC
ESL-English As A Second Language Lab
Offered: BHHS, S
Prerequisite: DC
Credit: 1 Unit
Grade Levels: 9-12
This course is offered to Entering and Emerging level English
language learners. Instruction will focus on acquiring foundational English
language skills necessary to progress to higher levels of proficiency in the
five standards of the English Language Development Essential Standards.
This course is often taken along with the ESL Lab.
Credit: 1 Unit
Grade Levels: 9-12
This course option provides curriculum assistance to English language
learners at various levels of English proficiency. Students have the
opportunity to receive assistance with assignments, projects, and test
preparation for content area classes. Language acquisition software
is also available to support students in the process of acquiring
English skills.
ESL-English As A Second Language (Developing)
Offered: BHHS, M, S
Prerequisite: DC
Credit: 1 Unit
Grade Levels: 9-12
This course is offered to Developing level English language learners. Instruction will focus on the acquisition of academic language skills necessary
for students to experience success in content area courses and demonstrate growth in proficiency in all five standards of the English Language
Development Essential Standards. Specific objectives will target students’
acquisition of skills in the four language domains of listening, speaking,
reading, and writing.
Page 41
COURSE
SELECTION
CRITERIA :
Arts, Audio/Video Technology
and Communications
Business Management
And Administration
CTE Program Areas
CTE Program Areas
Audio & Video Technology and Film, Journalism and
Broadcasting, Performing Arts, Printing Technology,
Telecommunications, Visual Arts
Foundational
Courses
Trade &
Industrial
Foundational Courses
Foundational
Courses
Business & Info.
Technology
Family &
Consumer Science
To earn a concentration for
graduation and CTE federal
reporting purposes:
 The student must
take at least four
technical credits
from among the
courses listed in
the Career
Cluster.
 At least three of
the four credits
must come from
among the
Foundational
courses listed.
 The fourth
technical credit
can be either a
Foundational or
Enhancement
course.
 Enhancement
courses can be
from any
program area
identified in the
Career Cluster.
Page 42
Career
Development
Intro to Trade &
Industrial Ed
Multimedia &
Webpage Design
Teen Living
Scientific & Tech
Visualization I
Microsoft Word
& PowerPoint
Apparel &
Textile
Production I
CTE Career &
College Promise I
Intro to Graphic
Communications
Project
Management I
Apparel &
Textile
Production II*
Foundational
Courses
Digital File
Preparation*
Project Mgmt. II Global*
CTE
Apprenticeship
Drafting I
Project Mgmt. II Technology*
CTE
Advanced
Studies
Print Advertising
& Design
Project
Management III
Foundational
Courses
Technology
Foundational
Courses
Business & Info.
Technology
Principles of
Business and
Finance
Business Law
Marketing
Virtual Enterprise I
Business
Management
Entrepreneurship I*
Adobe Visual
Design
CTE Career &
College Promise I
Game Art
& Design*
Adobe Digital
Design
CTE Career &
College Promise
II*
Advanced
Game Art &
Design
 At least one of the
Foundational
courses must be
at the completer
level, identified by
an asterisk on the
charts.
Administrative Support, Business
Information Technology, General
Mgmt., Human Resources Mgmt.,
Operations Mgmt.
Enhancement
Courses
Career
Management
Computer
Engineering
Tech I
Microsoft Word
& PowerPoint
CTE Internship
Multimedia &
Webpage
Design*
Digital Media I
Adobe Video
Digital Media
Advanced
Digital Media*
CTE
Apprenticeship
CTE Advanced
Studies
Entrepreneurship II
eCommerce I
Enhancement Courses
Business Law
Business Management
Career Management
CTE Internship
Entrepreneurship I
Fashion Merchandising
International Baccalaureate
ness Management
Busi-
Interior Design I
Microsoft SharePoint
Microsoft
SharePoint
Microsoft Excel
and Access
Network
Engineering
Tech I
CTE
Apprenticeship
Personal
Finance
CTE Advanced
Studies
Strategic
Marketing
Project
Management I
Microsoft Excel and Access
Personal Finance
Principles of Business and Finance
Technology Engineering and Design
Technological Design
Project
Management III
Agriculture, Food and Natural Resources
Agriculture and Construction
CTE Program Areas
Agriculture
Business and Informational Technology
Family and Consumer Science
CTE Program Areas
Design and Pre-construction
Construction
Maintenance and Operations
Foundational
Courses
Agriculture
Business & Info.
Technology
Family & Consumer
Science
Agriscience
Applications
Project Management
I
Teen Living
Agriculture
Production I
Personal Finance
Agriculture
Production II*
Foods I
Animal Science I
Project
Management III
Foods II Enterprise*
Animal Science II
CTE Career &
College Promise I
Foods II Technology*
Animal Science II Small Animals*
CTE Career &
College Promise II*
Equine Science I
Foundational
Courses
Business & Info.
Technology
Family & Consumer
Science
Trade & Industrial
Project Management I
Teen Living
Intro to Trade &
Industrial Ed
Interior Design I
Core & Sustainable
Construction
Interior Design II*
Cabinet Making I
Project
Management III
Interior
Applications
Cabinet Making II*
CTE Apprenticeship
CTE Career &
College Promise I
CTE Apprenticeship
Cabinet Making III
CTE Advanced
Studies
CTE Career &
College Promise II*
CTE Advanced
Studies
Welding Technology I
Equine Science II*
Agriculture
Mechanics I
Agriculture
Mechanics II*
Masonry I
Enhancement Courses
Accounting I
Masonry II*
Enhancement Courses
Automotive Service
Agricultural Mechanics I
Ag. Mech. II Small Engines*
Biomedical Technology
Business Law
Veterinary Assisting
Business Management
Horticulture I
Horticulture II*
Hort. II - Turf
Grass Mgmt.*
Business Law
Business Management
Career Management
Career Management
CTE Internship
CTE Internship
Drafting I
Entrepreneurship I
Entrepreneurship I
Introduction to Culinary Arts & Hospitality
Introduction to Engineering
Introduction to Engineering and Design
Microsoft Word, PowerPoint
Horticulture. II Landscaping*
Marketing
Environmental &
Natural Res. I
Personal Finance
Environmental &
Natural Res. II*
Biotech. & Ag.
Research I
Biotech. & Ag.
Research II*
Principles of Biomedical Technology
Project Lead the Way Principles
of Biomedical Sciences
Strategic Marketing
Principles of Engineering
Masonry III
Carpentry I
Carpentry II*
Carpentry III
Electrical Trades I
Electrical Trades II*
Electrical Trades III
Drafting I
Drafting II Architectural*
Drafting III Architectural
CTE Apprenticeship
Welding Technology I
CTE Apprenticeship
CTE Advanced
Studies
CTE Advanced
Studies
Page 43
Finance
COURSE
SELECTION
CRITERIA :
Law, Public Safety, Corrections &
Security
CTE Program Areas
Accounting, Banking Services,
Business Finance,
Insurance, Securities and Investments
CTE Program Areas
Correction Services, Emergency and
Fire Mgmt. Svcs., Security & Protective
Services., Law Enforcement Services,
Legal Services
reporting purposes:
take at least four
technical credits
from among the
courses listed in
the Career
Cluster.
the four credits
must come from
among the
Foundational
courses listed.
Foundational
courses must be
at the completer
an asterisk on the
charts.
 The fourth
technical credit
can be either a
Foundational or
Enhancement
course.
 Enhancement
courses can be
from any
program area
identified in the
Career Cluster.
Page 44
Foundational
Courses
Business & Info.
Technology
Enhancement Courses
CTE Apprenticeship
Business Law
Career Management
Accounting I
CTE Internship
Microsoft Word,
PowerPoint
Accounting II*
Teen Living
Personal
Finance
Business
Financial
Planning*
CTE
Advanced
Studies
CTE
Career &
College
Promise I
CTE
Career &
College
Promise II*
Public
Safety I
Public
Safety II*
Fire Fighter
Technology I
Fire Fighter
Technology II*
Career Management
Hospitality and Tourism
Microsoft Excel and
Access
Microsoft Word,
PowerPoint
Microsoft Excel
and Access
Enhancement Courses
CTE Internship
Business Management
Principles of
Business and
Finance
Entrepreneurship I
Foundational
Courses
Trade and
Fire Fighter
Technology III
Emergency
Medical
Technology I
Emergency
Medical
Technology II*
CTE
Apprenticeship
CTE Advanced
Studies
CTE Career &
College
Promise I
CTE Career &
College
Promise II*
Principles of Business
and Finance
Health Science
CTE Program Areas
Lodging, Travel and Tourism, Recreation, Amusements and
Attractions, Restaurants and Food and Beverage Service
CTE Program Areas
Therapeutic Services, Diagnostic Services, Health Informatics,
Support Services, Biotechnology Research & Development
Business & Info.
Technology
Teen Living
Project Mgmt. II - Global*
Principles of
Business and
Finance
Foods I
Foods II Enterprise*
Marketing
Intro into Culinary Arts
& Hospitality
Marketing
Culinary Arts & Hospitality I
Hospitality and
Tourism
Culinary Arts & Hospitality II*
Sports &
Entertainment
Marketing I
Sports &
Entertainment
Marketing II*
CTE Advanced Studies
Trade & Industrial
Family & Consumer
Science
Health Occupations
Emergency Medical
Technology I
Teen Living
Biomedical
Technology I
Emergency Medical
Technology II*
Interior Design I
Biomedical
Technology II*
Interior Design II*
Health Team
Relations
Interior
Applications
Health Science I
Health Science II*
Enhancement Courses
Biotechnology & Agriscience Research I
ProStart I
Nursing
Fundamentals
CTE Apprenticeship
Business Law
Business Management
CTE Career &
College Promise I
ProStart II*
CTE Career &
College Promise II*
CTE
Apprenticeship
CTE Apprenticeship
CTE Advanced
Studies
CTE Advanced
Studies
Enhancement Courses
Business Law
Business Management
Career Management
CTE Internship
Entrepreneurship I
International Baccalaureate Business Management
International Baccalaureate Business
Management
Accounting I
Career Management
Foods I
CTE Advanced
Studies
Pharmacy Technician
Fundamentals of
Gerontology
CTE Internship
Public Health
Entrepreneurship I
Fundamentals
Marketing
Principles of
Biomedical Sciences
Human Body
Systems*
Personal Finance
Medical Intervention
Science Research
Scientific & technical Visualization I
CTE Career &
College Promise I
CTE Career &
College Promise II*
Personal Finance
Page 45
COURSE
SELECTION
CRITERIA :
reporting purposes:
take at least four
technical credits
from among the
courses listed in
the Career
Cluster.
the four credits
must come from
among the
Foundational
courses listed.
Human Services
Information Technology
CTE Program Areas
CTE Program Areas
Information Support and Systems, Network Systems,
Programming & Digital Software Development, Web &
Digital Communications
Consumer Services, Counseling &
Mental Health Svcs., Early Childhood
Development and Svcs., Family &
Community Services., Personal Care
Services
Foundational
Courses
Family &
Consumer
Science
Business & Info.
Technology
Principles of
Business and
Finance
Foundational
Courses
Trade and
Industrial
Parenting and
Child
Development
Introduction to
Trade &
Industrial Education
Personal Finance
CTE Apprenticeship
Early Childhood
Education I
CTE Advanced
Studies
Early Childhood
Education II*
CTE Career &
College
Promise I
Foundational
courses must be
at the completer
an asterisk on the
charts.
courses can be
from any
program area
identified in the
Career Cluster.
Business & Info.
Technology
Business & Info.
Technology (Continued)
Project
Management I
AP Computer
Science
Network Engineering
Technology I
Project
Management II Global*
Network
Administration I
Network Engineering Technology II*
Project
Management II Technology*
Network
Administration II*
Network Engineering
Technology III
Project
Management III
Network
Administration III
Computer
Engineering Tech. I
CTE Advanced
Studies
Multimedia & Webpage
Design
Computer
Engineering
Technology II*
Dept. of Labor
Registered
Apprenticeship
Microsoft Word &
PowerPoint
CTE
Apprenticeship
Foundational
Courses
Technology
Microsoft Excel and
Access
CTE Advanced
Studies
CTE Career &
College Promise I
E-Commerce I
CTE Career &
College Promise II*
E-Commerce II*
Trade & Industrial
Introduction to
Trade & Industrial
Education
CTE Career &
College
Promise II*
Computer
Enhancement Courses
CTE
Apprenticeship
CTE Advanced
Studies
 The fourth
 Enhancement
Teen Living
technical credit
can be either a
Foundational or
Enhancement
course.
Foundational
Courses
Enhancement Courses
Career Management
CTE Internship
Drafting I
Digital Media I
Business Law
Entrepreneurship I
Business Management
Career Management
CTE Internship
Health Team Relations
Scientific & Technical Visualization I
Principles of
Business and
Finance
Foundations of Information
Technology
SAS Programming I
Personal Finance
Management
Computer
Programming II*
Network Engineering Technology IV
Entrepreneurship I
Programming I
SAS Programming II*
International Baccalaureate Information Tech.
Oracle Database
Programming I
Oracle Database
Programming II*
Page 46
Science, Technology, Engineering
and Mathematics
Transportation, Distribution and Logistics
CTE Program Areas
Transportation Operations, Logistics, Planning and Mgmt.
Svcs., Warehouse & Distribution Ctr Operations, Facility
& Mobile Equip. Mtnce, Transportation Systems/
Infrastructure Planning, Mgmt & Regulations;
Health, Safety & Environmental Mgmt.; Sales & Services
Engineering and Technology, Science and Mathematics
Business and
Information Tech.
Trade & Industrial
Intro to Trade &
Industrial Ed
Electronics I
Project Mgmt. II Technology II*
Electronics II*
Project Management II
Electronics III
Drafting I
Technology
Scientific &
Technical
Visualization I
Scientific &
Technical
Visualization I I*
Principles of
Technology I
Principles of
Technology II*
Drafting Engineering III
Engineering Design
Network
Tech. Ed. Dept. of
Labor Registered
Apprenticeship
Engineering Tech II
Computer
Principles of
Engineering Tech I
Engineering
CTE
Apprenticeship
Digital Electronics*
CTE Advanced
Studies
Computer Integrated
Manufacturing*
Enhancement Courses
Trade & Industrial
Introduction to Trade &
Intro to Automotive Service
Project Mgmt. II Technology II*
Automotive Brakes
Project Management III
Automotive Computer
System Diagnostics*
Automotive Electrical
Advanced *
Automotive Service I
Intro to Engineering
Design
Network
Business & Info.
Technology
Technology of
Engineering & Design
Drafting Engineering II*
Engineering Tech I
CTE Program Areas
Civil Engineering &
Architecture*
Automotive Service II*
CTE
Apprenticeship
CTE Advanced
Studies
CTE Career &
College Promise I
CTE Career &
College Promise II*
Enhancement Courses
Accounting I
Business Law
Career Management
Biotechnical
Business Management
CTE Internship
Engineering*
Career Management
Digital Media I
Aerospace
Engineering*
Engineering Design &
Development
CTE Career &
College Promise I
CTE Career &
College Promise II*
CTE Internship
Entrepreneurship I
International Baccalaureate Business Management
Marketing
Principles of Business & Finance
Technology Engineering & Design
Page 47
COURSE
SELECTION
CRITERIA :
Manufacturing
CTE Program Areas
Manufacturing Production Process Production
Maintenance, Installation and Repair; Quality Assurance;
Logistics & Inventory Control;
Health, Safety & Environmental Assurance
graduation and CTE
federal reporting purposes:
 The student
must take at
least four
technical
credits from
among the
courses listed
in the Career
Cluster.
 At least three
of the four
credits must
come from
among the
Foundational
courses listed.
 At least one of
the Foundational courses
must be at the
completer
level, identified
by an asterisk
on the charts.
 The fourth
technical credit
can be either a
Foundational
or Enhancement course.
 Enhancement
courses can
be from any
program area
identified in
the Career
Cluster.
CTE Program Areas
Marketing Communications,
Marketing Management,
Marketing Research, Merchandising,
Professional Sales
Business & Info.
Technology
Marketing
Business & Info.
Technology
Marketing
Introduction to
Trade &
Project
Management I
Fashion
Merchandising
Cabinet Making II*
Marketing
Entrepreneurship I
Foundational
Courses
Trade & Industrial
Cabinet Making III
Entrepreneurship I*
Entrepreneurship II
Electronics I
Project
Management III
Electronics II*
Family &
Consumer
Sciences Ed.
Electronics III
Apparel & Textile
Production I
Metals Manufacturing Tech I
Apparel & Textile
Production II*
Metals
Manufacturing
Tech II*
CTE
Apprenticeship
CTE Advanced
Studies
CTE Career &
College Promise I
CTE Career &
College Promise
II*
Enhancement Courses
Business Law
Enhancement Courses
Drafting I
Principles of Business and
Finance
Apparel I
Welding Tech II*
Welding Tech III
Project
Management III
Marketing
Marketing
Management*
Strategic
Marketing*
Fashion
Merchandising
Accounting I
Career Management
Business Management
CTE Internship
Career Management
Digital Media
Computer Integrated Manufacturing
eCommerce I
CTE Internship
eCommerce I
Electronics IV
Management
Multimedia and Webpage
Design
Personal Finance
Strategic Marketing
Page 48
Marketing
Sports &
Entertainment
Marketing I
Ed, Dept. of Labor
Registered
Apprenticeship
CTE Apprenticeship
CTE Advanced
Studies
CTE Career &
College Promise
CTE Career &
College Promise II*
Page 49
Agriculture
CTE course levels are determined by each school based on
teacher certification and student need and will vary among
Catawba County high schools.
Agriscience Applications
Prerequisite: None
Credit: 1 Unit
Grade Level: 9-10
This course focuses on integrating biological/physical sciences with technology
as related to the environment, natural resources, food production, science,
and agribusiness. Topics of instruction include agricultural awareness and
literacy, employability skills and introduction to all aspects of the total
agricultural industry. English language arts, mathematics, and science are
reinforced. Work-based learning strategies appropriate for this course are
apprenticeship, cooperative education, mentorship, school-based enterprise,
service learning, job shadowing, and supervised agricultural experience. FFA
competitive events, community service, and leadership activities provide the
opportunity to apply essential standards and workplace readiness skills
through authentic experiences. Proof of insurance and closed toe shoes are
required for all students enrolled in this course.
Agricultural Mechanics I
Offered: BHHS, F
Prerequisite: None
Credit: 1 Unit
Grade Level: 10-12
This course develops knowledge and technical skills in the broad field of
agricultural machinery, equipment, and structures. The primary purpose of
this course is to prepare students to handle the day-to-day problems and
repair needs they will encounter in their chosen agricultural career. Topics
include agricultural mechanics safety, agricultural engineering career
opportunities, hand/power tool use and selection, electrical wiring, basic
metal working, basic agricultural construction skills related to plumbing,
concrete, carpentry, basic welding, and leadership development. English
language arts, mathematics, and science are reinforced. Work-based learning
strategies appropriate for this course include apprenticeship, cooperative
education, internship, mentorship, school-based enterprise, job shadowing,
and supervised agricultural experience. FFA competitive events, community
service, and leadership activities provide the opportunity to apply essential
standards and workplace readiness skills through authentic experiences.
Proof of insurance and closed toe shoes are required for all students enrolled
in this course.
Agricultural Mechanics II
Offered: BHHS, F
Prerequisite: Agricultural Mechanics I
Credit: 1 Unit
Grade Level: 10-12
In this course, the topics of instruction emphasized are non-metallic
agricultural fabrication techniques, metal fabrication technology, safe tool and
equipment use, human resource development, hot/cold metal working skills
and technology, advanced welding and metal cutting skills, working with
plastics, and advanced career exploration/decision making. English language
arts, mathematics, and science are reinforced. Work-based learning strategies
appropriate for this course are apprenticeship, cooperative education,
entrepreneurship, internship, mentorship, school-based enterprise, service
learning, job shadowing, and supervised agricultural experience. FFA
Page 50
Agricultural Mechanics II-Small Engines
Offered: BHHS, F
Prerequisite: Agricultural Mechanics I
Credit: 1 Unit
Grade Level: 11-12
This course provides hands-on instruction and emphasizes small engine systems
including the compression, fuel, electrical, cooling and lubrication systems.
Troubleshooting methods are emphasized. Students learn how to select engines
for specific applications. Materials are covered to prepare students for the
Master Service Technician Exam. Safety skills are emphasized. English language
opportunity to apply essential standards and workplace readiness skills through
authentic experiences. Proof of insurance and closed toe shoes are required for
all students enrolled in this course.
Animal Science I
Offered: B, BHHS, S
Prerequisite: None
Credit: 1 Unit
Grade Level: 10-11
This course focuses on the basic scientific principles and processes that are
involved in animal physiology, breeding, nutrition, and care in preparation for
an animal science career major. Topics include animal diseases, introduction to
animal science, animal nutrition, animal science issues, career opportunities,
and animal evaluation. English language arts, mathematics, and science are
authentic experiences. Proof of insurance and closed toe shoes are required for
all students enrolled in this course.
Animal Science II
Offered: B
Prerequisite: Animal Science I
Credit: 1 Unit
Grade Level: 11-12
This course includes more advanced scientific principles and communication
skills and includes animal waste management, animal science economics,
decision making, global concerns in the industry, genetics, and breeding. English
language arts, mathematics, and science are reinforced in this class. Workbased learning strategies appropriate for this course are apprenticeship,
cooperative education, entrepreneurship, internship, mentorship, school-based
enterprise, service learning, job shadowing, and supervised agricultural
experience. FFA competitive events, community service, and leadership
activities provide the opportunity to apply essential standards and workplace
readiness skills through authentic experiences. Proof of insurance and closed
toe shoes are required for all students enrolled in this course.
Animal Science II-Small Animal
Offered: B
Credit: 1 Unit
Grade Level: 11-12
This course provides instruction on animal science topics related to small
animals that are served by a veterinarian. Content related to the breeding,
grooming, care and marketing of animals that fit into this category are taught in
this course. English language arts, mathematics, and science are reinforced in
this class. Work-based learning strategies appropriate for this course are
apprenticeship, cooperative education, entrepreneurship, internship,
mentorship, school-based enterprise, service learning, job shadowing, and
supervised agricultural experience. FFA competitive events, community service,
and leadership activities provide the opportunity to apply essential standards
and workplace readiness skills through authentic experiences. Proof of
insurance and closed toe shoes are required for all students enrolled in this
course.
Equine Science I
Offered: B
Credit: 1 Unit
Grade Level: 10-12
This course focuses on the basic scientific principles and processes related to
equine physiology, breeding, nutrition, and care in preparation for a career in
the equine industry. English language arts, mathematics, and science are
Horticulture II - Landscaping
Offered: B, BHHS, S
Prerequisite: Horticulture I
Credit: 1 Unit
Grade Level: 11-12
This course provides hands-on instruction and emphasizes safety skills needed
by landscape technicians in the field. This course is based on the North Carolina
Landscape Contractor's Association skill standards for a Certified Landscape
Technician. Students are instructed in interpreting landscape designs,
identifying landscape plants, and planting/maintaining trees, shrubs and turf.
Landscape construction is emphasized in the areas of grading and drainage,
irrigation, paver installation and the use/ maintenance of landscape equipment.
Current topic discussions provide students an understanding of careers and the
employability skills needed to enter the landscape industry. Opportunities exist
for students to conduct internships or apprenticeships as landscape technicians.
Proof of insurance and closed toe shoes are required for all students enrolled in
this course.
Horticulture I
Prerequisite: None
Credit: 1 Unit
Grade Level: 9-11
This course provides instruction on the broad field of horticulture with
emphasis on the scientific and technical knowledge for a career in
horticulture. Topics in this course include plant growth and development,
plant nutrition, media selection, basic plant identification, pest management,
chemical disposal, customer relations, and career opportunities. English
strategies appropriate for this course are apprenticeship, cooperative
education, internship, mentorship, school-based enterprise, job shadowing,
and supervised agricultural experience. FFA competitive events, community
Proof of insurance and closed toe shoes are required for all students enrolled
in this course.
Horticulture II
Offered: B, BHHS, S
Prerequisite: Horticulture I
Credit: 1 Unit
Grade Level: 11-12
This course covers instruction that expands scientific knowledge and skills to
include more advanced scientific computations and communication skills
needed in the horticulture industry. Topics include greenhouse plant
production and management, bedding plant production, watering systems,
light effects, basic landscape design, installation and maintenance, lawn and
turfgrass management, and personal development. English language arts,
mathematics, and science are reinforced. Work-based learning strategies
Page 51
Business and Finance
Accounting I
Offered: BHHS
Prerequisite: None
Credit: 1 Unit
Grade Level: 10-12
This course is designed to help students understand the basic principles of the
accounting cycle. Emphasis is placed on the analysis and recording of business
transactions, preparation, and interpretation of financial statements,
accounting systems, banking and payroll activities, basic types of business
ownership, and an accounting career orientation. Mathematics is reinforced.
Work-based learning strategies appropriate for this course include cooperative
education, entrepreneurship, internship, mentorship, school-based enterprise,
service learning, and job shadowing. Apprenticeship is not available for this
course. Future Business Leaders of America (FBLA) competitive events,
community service, and leadership activities provide the opportunity to apply
essential standards and workplace readiness skills through authentic
experiences.
Accounting II
Offered: BHHS
Prerequisite: Accounting I
Credit: 1 Unit
Grade Level: 10-12
This course is designed to provide students with an opportunity to develop indepth knowledge of accounting procedures and techniques utilized in solving
business problems and making financial decisions. Emphasis includes
departmental accounting, corporate accounting, cost accounting, and inventory
control systems, managerial accounting and budgeting, and further
enhancement of accounting skills. Mathematics is reinforced. Work-based
learning strategies appropriate for this course include cooperative education,
learning, and job shadowing. Apprenticeship is not available for this course.
Future Business Leaders of America (FBLA) competitive events, community
Business Law
Prerequisite: Principles of Business and Finance
Credit: 1 Unit
Grade Level: 11-12
This course is designed to acquaint students with the basic legal principles
common to all aspects of business and personal law. Business topics include
contract law, business ownership including intellectual property, financial law,
and national and international laws. Personal topics include marriage and
divorce law, purchasing appropriate insurance, renting and owning real estate,
employment law, and consumer protection laws. Social studies and English
language arts are reinforced. Work-based learning strategies appropriate for
this course include apprenticeship, internship, and job shadowing.
Apprenticeship and cooperative education are not available for this course.
Future Business Leaders of America (FBLA) competitive events, community
Page 52
Business Management
Offered: B, BHHS, F
Prerequisite: Principles of Business and Finance
Credit: 1 Unit
Grade Level: 11-12
This course expands student understanding of management, including customer
relationship management, human resources management, information
management, knowledge management, product-development management,
project management, quality management, and strategic management. Economics,
finance, and professional development are also stressed throughout the course.
English language arts are reinforced. Work-based learning strategies for this course
include cooperative education, entrepreneurship, internship, mentorship, schoolbased enterprise, service learning, and job shadowing. Apprenticeship is not
available for this course. Future Business Leaders of America (FBLA) competitive
events, community service, and leadership activities provide the opportunity to
apply standards and workplace readiness skills through authentic experiences.
Career Management
Offered: B, F, M, S
Prerequisite: None
Credit: 1 Unit
Grade Level: 9-12
This course prepares students to locate, secure, keep, and change careers. Emphasis
is placed on self-assessment of characteristics, interests, and values; education and
career exploration; evaluation of career information and creation of a career plan.
Based on the National Career Development Guidelines, skills learned in this course
include, but are not limited to communications, interpersonal skills, problem
solving, personal management and teamwork. English language arts are reinforced.
Work-based learning strategies for this course include business/industry field trips,
internships, job shadowing, and service learning. Student participation in Career and
Technical Student Organization, (CTSO) competitive events, community service, and
leadership activities provide the opportunity to apply essential standards and
workplace readiness skills through authentic experiences.
Entrepreneurship I
Offered: B, BHHS, M, S
Prerequisite: Marketing OR Personal Finance OR Principles of Business & Finance
Credit: 1 Unit
Grade Level: 10-12
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. Work-based learning strategies
appropriate include cooperative education, entrepreneurship, internship,
mentorship, school-based enterprise, service learning, and job shadowing.
Apprenticeship is not available for this course. DECA (an association for Marketing
Education students) and Future Business Leaders of America (FBLA) competitive
apply essential standards and workplace readiness skills through authentic
experiences.
Prerequisite: None
Credit: 1 Unit
Grade Level: 10-12
Students in Microsoft IT Academies benefit from world-class Microsoft curriculum
and cutting-edge software tools to tackle real-world challenges in the classroom
environment. The first part of the class is designed to help you use the newest
version of Microsoft Excel interface, commands, and features to present, analyze,
and manipulate various types of data. Students will learn to manage workbooks as
well as how to manage, manipulate, and format data. In the second part of the
class, students will learn how to create and work with a database and its objects by
using the new and improved features in newest version of Microsoft Access.
Students will learn how to create, modify, and locate information as well as how to
create programmable elements and share and distribute database information.
Mathematics is reinforced. Work-based learning strategies appropriate for this
course include cooperative education, internship, service learning, and job
shadowing. Apprenticeship is not available for this course. Future Business Leaders
of America (FBLA) competitive events, community service, and leadership activities
provide the opportunity to apply essential standards and workplace readiness skills
through authentic experiences.
Microsoft Word and PowerPoint
Prerequisite: None
Credit: 1 Unit
Grade Level: 9-12
Students in Microsoft IT Academies benefit from world-class Microsoft curriculum
and software tools to tackle real-world challenges in the classroom environment. In
the first part, students will learn to use the newest version of Microsoft Word
interface, commands, and features to create, enhance, customize, share and create
complex documents, and publish them. In the second part, students will learn to
use the newest version of Microsoft PowerPoint interface, commands, and features
to create, enhance, customize, and deliver presentations. In the last part, students
will learn to use the basic features of the newest version of Publisher to create,
customize, and publish a publication. English language arts are reinforced. Workbased learning strategies appropriate for this course include cooperative education,
internship, service learning, and job shadowing. Apprenticeship is not available for
this course. Future Business Leaders of America (FBLA) competitive events,
essential standards and workplace readiness skills through authentic experiences.
Personal Finance
Prerequisite: None
Credit: 1 Unit
Grade Level: 9-12
This course prepares students to understand economic activities and challenges of
individuals and families, the role of lifestyle goals in education and career choices,
procedures in a successful job search, financial forms used in independent living,
and shopping options and practices for meeting consumer needs. The course also
prepares students to understand consumer rights, responsibilities, and information,
protect personal and family resources, and apply procedures for managing personal
finances. English language arts and mathematics are reinforced. Work-based
learning strategies appropriate for this course include mentorship, school-based
enterprise, service learning, and job shadowing. Apprenticeship and cooperative
education are not available for this course. DECA (an association for Marketing
Education students), Future Business Leaders of America (FBLA) and Family, Career
and Community Leaders of America (FCCLA) competitive events, community service,
and leadership activities provide the opportunity to apply essential standards and
Prerequisite: None
Credit: 1 Unit
Grade Level: 9-12
This course introduces students to topics related to business, finance, management,
and marketing to cover business in the global economy, functions of business
organization and management, marketing basics, and significance of business
financial and risk management. English language arts, social studies, and
mathematics are reinforced. Work-based learning strategies appropriate for this
course include mentorship, school-based enterprise, service learning, and job
shadowing. Cooperative education is not available for this course. Apprenticeship is
not available for this course. DECA (an association for Marketing Education
students) and Future Business Leaders of America (FBLA) competitive events,
Informational and Audio/Visual
Technology
Computer Engineering Technology I
Offered: S
Prerequisite: None
Credit: 1 Unit
Grade Level: 10-12
This course includes the hardware skills required for installing and maintaining
computers. It includes objectives in the following five domains, a) PC
Hardware, b) Networking c) Laptops, d) Printers, and e) Operational
Procedures. English language arts, mathematics, and science are reinforced.
Work-based learning strategies appropriate for this course include
apprenticeship, cooperative education, internship, and job shadowing. This
course helps prepare students for the CompTIA A+ credential. SkillsUSA
Computer Engineering Technology II
Offered: S
Prerequisite: Computer Engineering Technology I
Credit: 1 Unit
Grade Level: 11-12
This course includes the software skills required for installing and maintaining
computers. It includes the following four domains, a) Operating Systems, b)
Security, c) Mobile Devices, and d) Troubleshooting. English language arts,
appropriate for this course include apprenticeship, cooperative education,
internship, and job shadowing. This course helps prepare students for the
CompTIA A+ credential. SkillsUSA competitive events, community service, and
Digital Media
Prerequisite: None
Credit: 1 unit
Grade Level: 10-12
This course provides students with industry knowledge and skills in the overall
digital media design field. Areas covered in this course include graphics,
animation, video, and web design. Industry certifications are used to align
curriculum with industry needs. An emphasis is placed on the concepts of
graphic design, various digital media technologies, non-linear editing, product
development and design, and career development. English language arts,
internship, and job shadowing. SkillsUSA competitive events, community
Geometry is recommended as preparation for this course. This course
provides students with industry knowledge and skills in the overall digital
media design field. Areas covered in this course include graphics, animation,
video, and web design. Industry certifications are used to align curriculum with
industry needs. An emphasis is placed on the concepts of graphic design,
various digital media technologies, non-linear editing, product development
and design, and career development. English language arts, mathematics, and
science are reinforced. Work-based learning strategies appropriate for this
course include apprenticeship, cooperative education, internship, and job
shadowing. SkillsUSA competitive events, community service, and leadership
readiness skills through authentic experiences.
Page 53
Foundations of Information Technology
Offered: S
Prerequisite: None
Credit: 1 Unit
Grade Level: 9-10
This introductory course provides students with the foundation to pursue
further study in information technology. Emphasis is on network systems,
information support and services, programming and software development,
and interactive media. Mathematics is reinforced. Work-based learning
strategies appropriate for this course include entrepreneurship, mentorship,
service learning, and job shadowing. Apprenticeship and cooperative
education are not available for this course. Future Business Leaders of America
(FBLA) competitive events, community service, and leadership activities
provide the opportunity to apply essential standards and workplace readiness
skills through authentic experiences.
Multimedia and Webpage Design
Prerequisite: None
Credit: 1 Unit
Grade Level: 10-12
This course focuses on desktop publishing, graphic image design, computer
animation, virtual reality, multimedia production, and webpage design.
Communication skills and critical thinking are reinforced through software
applications. English language arts and arts are reinforced. Work-based
learning strategies appropriate for this course include cooperative education,
internship, school-based enterprise, service learning, and job shadowing.
Apprenticeship is not available for this course. Future Business Leaders of
America (FBLA) competitive events, community service, and leadership
AP Computer Science
Offered: S
Prerequisite: Math II, English II
Credit: 2 Units
Grade Level: 11-12
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. Work-based learning strategies appropriate for this
course include apprenticeship, cooperative education, entrepreneurship,
internship, mentorship, school-based enterprise, service learning, and job
shadowing. Future Business Leaders of America (FBLA) competitive events,
experiences. Further information about the course and the AP Computer
Science Exam can be found at http://www.collegeboard.com/student/testing/
ap/sub_compscia.html Students are expected to take the AP exam for this
course.
CTE course levels are determined by each school based on teacher
certification and student need and will vary among Catawba
County high schools.
Apparel and Textile Production I
Prerequisite: None
Credit: 1 Unit
Grade Level: 9-11
In this course students are introduced to clothing production in the areas of
preparation for clothing construction, basic clothing construction techniques,
consumer decisions, textiles, historical perspectives and design, and career
opportunities. Emphasis is placed on students applying these construction and
design skills to apparel and home fashion. Art, mathematics, and science are
reinforced. Work-based learning strategies appropriate for this course include
service learning and job shadowing. Apprenticeship and Cooperative education are
not available for this course. Family, Career and Community Leaders of America
(FCCLA) competitive events, community service, and leadership activities provide
the opportunity to apply essential standards and workplace readiness skills through
authentic experiences. Proof of insurance is required for all students enrolled in this
course.
Apparel and Textile Production II
Prerequisite: Apparel and Textile Production I
Credit: 1 Unit
Grade Level: 10-12
In this course students are introduced to advanced clothing and housing apparel
development skills. The use of fibers and fabrics is combined with design and
construction techniques to develop and produce clothing or housing apparel
products. A real or simulated apparel business enterprise and FCCLA activities allow
students to apply instructional strategies and workplace readiness skills to an
authentic experience and to develop a portfolio. Mathematics and science are
cooperative education, entrepreneurship, internship, mentorship, school-based
enterprise, service learning and job shadowing. Apprenticeship is not available for
this course. Family, Career and Community Leaders of America (FCCLA) competitive
experiences. Proof of insurance is required for all students enrolled in this course.
Introduction to Culinary Arts and Hospitality
Offered: BHHS, M, S
Prerequisite: None
Credit: 1 Unit
Grade Level: 10-11
In this course, basic safety and sanitation practices leading to a national industryrecognized food safety credential are introduced. Commercial equipment, small
wares, culinary math, and basic knife skills in a commercial foodservice facility are
taught. Art, mathematics, and science are reinforced. Work-based learning
strategies appropriate for this course include service learning and job shadowing.
Apprenticeship and cooperative education are not available for this course. Family,
Career and Community Leaders of America (FCCLA) competitive events, community
standards and workplace readiness skills through authentic experiences. Foods I is
recommended as preparation for this course. Proof of insurance is required for all
students enrolled in this course.
Culinary Arts and Hospitality I
Offered: BHHS, M, S
Prerequisite: Introduction to Culinary Arts and Hospitality
Credit: 1 Unit
Grade Level: 10-11
This course focuses on basic skills in cold and hot food production, baking and
pastry, and service skills. Art, English language arts, mathematics, and science are
service learning and job shadowing. Apprenticeship and cooperative education are
not available for this course. Family, Career and Community Leaders of America
(FCCLA) leadership activities provide the opportunity to apply instructional
competencies and workplace readiness skills to authentic experiences. Proof of
insurance and a culinary jacket are required for all students enrolled in this course.
Page 54
Culinary Arts and Hospitality II
Offered: BHHS, M, S
Prerequisite: Culinary Arts and Hospitality I
Credit: 2 Units
Grade Level: 11-12
This course provides advanced experiences in cold and hot and food production,
management (front and back of the house), and service skills. Topics include menu
planning, business management, and guest relations. Art, English language arts,
entrepreneurship, internship, mentorship, school-based enterprise, service learning
and job shadowing. Family, Career and Community leaders of America (FCCLA)
authentic experiences. Proof of insurance and a culinary jacket are required for all
Early Childhood Education I
Offered: B, M, S
Prerequisite: Parenting & Child Development, recommended
Students must be 16 by October 1
Credit: 2 Units
Grade Level: 11-12
This two-credit course prepares students to work with children in early education
and child care settings. Areas of study include personal and professional
preparation, child development from birth to age 12, techniques and procedures
for working with young children, and history, trends and opportunities in this field.
An internship makes up 50 percent of instructional time. Work-based learning
strategies appropriate for this course include internship, mentorship, service
learning, and job shadowing. Cooperative education and apprenticeship are not
available for this course. Family, Career and Community Leaders of America (FCCLA)
authentic experiences.
A background check and TB test are required, at the student’s expense for this
course and are the responsibility of the student to provide. Students are required
to provide their own transportation to and from child care centers. Proof of
insurance is required for all students enrolled in this course.
Early Childhood Education II
Offered: B, M, S
Prerequisite: Early Childhood Education I
Students must be 16 by October 1
Credit: 2 Units
Grade Level: 11-12
This two-credit course provides advanced experiences in working with children
from infancy to age 12 in early education and child care settings. Areas of study
include program planning and management, developmentally appropriate practice,
procedures and strategies for working with special groups of children, and career
development and professionalism. An internship makes up 50 percent of
instructional time. Work-based learning strategies appropriate for this course
include internship, mentorship, service learning, and job shadowing. Cooperative
education and apprenticeship are not available for this course. Family, Career and
Community Leaders of America (FCCLA) competitive events, community service,
A background check and TB test are required, at the student’s expense for this
course and are the responsibility of the student to provide. Students are required
to provide their own transportation to and from child care centers. Proof of
Foods I
Offered: B, F, M, S
Prerequisite: None
Credit: 1 Unit
Grade Level: 9-12
This course examines the nutritional needs of the individual. Emphasis is placed on
the relationship of diet to health, kitchen and meal management, food preparation
and sustainability for a global society, and time and resource management. English
language arts, mathematics, science, and social studies are reinforced. Work-based
learning strategies appropriate for this course include service learning and job
shadowing. Apprenticeship and cooperative education are not available for this
course. Family, Career and Community Leaders of America (FCCLA) competitive
experiences. Proof of insurance is required for all students enrolled in this course.
Foods II-Enterprise
Offered: B, F, M, S
Prerequisite: Foods I or Culinary Arts and Hospitality I
Credit: 1 Unit
Grade Level: 10-12
This course focuses on advanced food preparation techniques while applying
nutrition, food science, and test kitchen concepts using new technology. Food
safety and sanitation receive special emphasis, with students taking the exam
for a nationally recognized food safety credential. Students develop skills in
preparing foods such as beverages, salads and dressing, yeast breads, and
cake fillings and frostings. A real or simulated in-school food business
component allows students to apply instructional strategies. English language
learning and job shadowing. Family, Career and Community Leaders of
America (FCCLA) competitive events, community service, and leadership
readiness skills through authentic experiences. Proof of insurance is required
for all students enrolled in this course.
Interior Design I
Offered: B, F, M, S
Prerequisite: None
Credit: 1 Unit
Grade Level: 9-12
This course focuses on housing needs and options of individuals and families
at various stages of the life cycle. Emphasis is placed on selecting goods and
services and creating functional, pleasing living environments using sound
financial decisions and principles of design. Topics of study include elements
and principles of design, backgrounds and furnishings, architectural styles and
features, and functional room design. Art and mathematics are reinforced.
Work-based learning strategies appropriate for this course include cooperative
education, entrepreneurship, internship, mentorship, school-based enterprise,
service learning, and job shadowing. Apprenticeship is not available for this
course. Family, Career 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. Proof of insurance is required for all students enrolled in this
course.
Interior Design II
Offered: B, F, M, S
Prerequisite: Interior Design I
Credit: 1 Unit
Grade Level: 10-12
This course prepares students for entry-level and technical work opportunities
in the residential and non-residential interior design fields. Students deepen
their understanding of design fundamentals and theory by designing interior
plans to meet living space needs of specific individuals or families. Topics
include application of design theory to interior plans and production, selection
of materials, and examination of business procedures. Art and mathematics
are reinforced. Work-based learning strategies appropriate for this course
include cooperative education, entrepreneurship, internship, mentorship,
school-based enterprise, service learning, and job shadowing. Apprenticeship
is not available for this course. Family, Career and Community Leaders of
America (FCCLA) competitive events, community service, and leadership
readiness skills through authentic experiences. Proof of insurance is required
for all students enrolled in this course.
Page 55
Parenting and Child Development
Offered: B, F, M, S
Prerequisite: None
Credit: 1 Unit
Grade Level: 9-12
This course introduces students to responsible nurturing and basic applications
of child development theory with children from infancy through age six. Areas
of study include parenthood decisions, child care issues, prenatal development
and care, and development and care of infants, toddlers, and children three
through six. Emphasis is on responsibilities of parents, readiness for parenting,
and the influence parents have on children while providing care and guidance.
Art, English language arts, and science are reinforced. Work-based learning
strategies appropriate for this course include service learning and job
shadowing. Apprenticeship and cooperative education are not available for
this course. Family, Career and Community Leaders of America (FCCLA)
through authentic experiences. Proof of insurance is required for all students
enrolled in this course.
Teen Living
Offered: B, F, M, S
Prerequisite: None
Credit: 1 Unit
Grade Level: 9-10
This course examines life management skills in the areas of personal and
family living, wellness, nutrition and foods, financial management, living
environments, appropriate child development practices, fashion and clothing,
and job readiness. Emphasis is placed on students applying these skills during
their teen years. Through simulated experiences, they learn to fulfill their
responsibilities associated with the work of the family and community. English
strategies appropriate for this course include mentorship and service learning.
Apprenticeship and cooperative education are not available for this course.
Family, Career and Community Leaders of America (FCCLA) competitive
course.
Health Science
Biomedical Technology I
Offered: S
Prerequisite: None
Credit: 1 Unit
Grade Level: 9-12
This course challenges students to investigate current medical and health care
practices using technology and advances in health care research. Topics
include ethics, forensic medicine, infectious diseases, organ transplants, cell
biology and cancer, and biomedical research. English language arts and science
are reinforced in this course. Work-based learning strategies appropriate for
this course include service learning and job shadowing. Apprenticeship and
cooperative education are not available for this course. Health Occupations
Students of America (HOSA) competitive events, community service, and
Page 56
Health Science I
Prerequisite: None
Credit: 1 Unit
Grade Level: 10-11
This course focuses on human anatomy, physiology and human body diseases and
disorders, and biomedical therapies. Students will learn about health care careers
within the context of human body systems. Projects, teamwork, and
demonstrations serve as instructional strategies that reinforce the curriculum
content. English language arts and science are reinforced in this course. Work-based
learning strategies appropriate for this course include service learning and job
course. Health Occupations Students of America (HOSA) competitive events,
Biology is recommended as preparation for this course. To be eligible to complete
the CNA portion of Nursing Fundamentals, students must complete Health Science I
and Health Science II with a final semester average of 86 or higher.
Health Science II
Prerequisite: Health Science I
Credit: 1 Unit
Grade Level: 11-12
This course is designed to help students expand their understanding of financing
and trends of health care agencies, fundamentals of wellness, legal and ethical
issues, concepts of teamwork, and effective communication. Students will learn
health care skills, including current CPR and first aid training. English language arts
and science are reinforced in this course. Work-based learning strategies
appropriate for this course include internship, mentorship, service learning, and job
course. Health Occupations Students of America (HOSA) competitive events,
To be eligible to complete the CNA portion of Nursing Fundamentals, students must
complete Health Science I and Health Science II with a final semester average of 86
or higher.
Health Team Relations
Prerequisite: None
Credit: 1 Unit
Grade Level: 9-10
This course is designed to assist potential health care workers in their role and
function as health team members. Topics include terminology, the history of health
care, health care agencies, ethics, legal responsibilities, careers, holistic health,
human needs, change, cultural awareness, communication, medical math,
leadership, and career decision making. English language arts are reinforced. Workbased learning strategies appropriate for this course include service learning, field
trips, and job shadowing. Apprenticeship and cooperative education are not
available for this course. English language arts and social studies are reinforced in
this course. Health Occupations Students of America (HOSA) competitive events,
essential standards and workplace readiness skills to authentic experiences.
Nursing Fundamentals
Prerequisite: Health Science II
Credit: 2 Units
Grade Level: 12
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. Work-based
learning strategies appropriate for this course include a required clinical internship
in a long-term care agency. Healthcare agencies may require testing for
tuberculosis and/or other diseases and a criminal record check for felonies related
to drugs. Cooperative education is not available for this course. HOSA competitive
experiences.
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 while in the clinical area. DHSR applies BON Rule to the classroom
training area. Any and all fees associated with the Nursing Fundamentals course
(CNA test, medical/drug screening or testing, criminal background check, uniforms
etc.) are at the expense of the student.
Marketing, Hospitality and
Tourism
Marketing
Prerequisite: None
Credit: 1 Unit
Grade Level: 10-12
In this course, students develop an understanding of the processes involved
from the creation to the consumption of products/services. Students develop
an understanding and skills in the areas of distribution, marketing-information
management, market planning, pricing, product/service management,
promotion, and selling. Students develop an understanding of marketing
functions applications and impact on business operations. Mathematics and
social studies are reinforced. Work-based learning strategies appropriate
include cooperative education, entrepreneurship, internship, mentorship,
school-based enterprise, service learning, and job shadowing. Apprenticeship
is not available for this course. DECA (an association for Marketing Education
students) competitive events, community service, and leadership activities
Marketing Management
Offered: B, F
Prerequisite: Marketing OR Fashion Merchandising
Credit: 1 Unit
Grade Level: 11-12
In this course, students acquire an understanding of management
environments of marketing concepts and functions. Topics include human
resources, marketing information, products/services, distribution, promotion,
and selling. Students develop an understanding of marketing functions
applications and impact on business decisions. English language arts and social
studies are reinforced. Work-based learning strategies appropriate include
cooperative education, entrepreneurship, internship, mentorship, schoolbased enterprise, service learning, and job shadowing. Apprenticeship is not
available for this course. DECA (an association for Marketing Education
Fashion Merchandising
Offered: F, S
Prerequisite: None
Credit: 1 Unit
Grade Level: 10-12
In this course students are introduced to the fashion and merchandising industries.
Students acquire transferable knowledge and skills among the concepts of the
business of fashion, fashion promotion events, the evolution and movement of
fashion, the fashion industry, career development, merchandising of fashion, and
the selling of fashion. Mathematics and science are reinforced. Work-based
learning strategies appropriate include cooperative education, entrepreneurship,
internship, mentorship, school-based enterprise, service learning, and job
shadowing. Apprenticeship is not available for this course. DECA (an association for
Marketing Education students) and Family, Career and Community Leaders of
America (FCCLA) competitive events, community service, and leadership activities
provide the opportunity to apply essential standards and workplace readiness skills
Sports and Entertainment Marketing I
Prerequisite: None
Credit: 1 Unit
Grade Level: 10-12
In this course, students are introduced to the industry of sports,
entertainment, and event marketing. Students acquire transferable knowledge
and skills among related industries for planning sports, entertainment, and
event marketing. Topics included are branding, licensing, and naming rights;
business foundations; concessions and on-site merchandising; economic
foundations; human relations; and safety and security. Mathematics and social
studies are reinforced. Work-based learning strategies appropriate include
Offered: B, S
Prerequisite: Marketing, OR Principles of Business & Finance, OR Sports &
Entertainment Marketing I
Credit: 1 Unit
Grade Level: 11-12
In this course, students are introduced to the industry of travel, tourism, and
recreational marketing. Students acquire knowledge and skills on the impact of
tourism, marketing strategies of the major hospitality and tourism segments,
destinations, and customer relations. Emphasis is on career development, customer
relations, economics, hospitality and tourism, travel destinations, and tourism
promotion. Mathematics and social studies are reinforced. Work-based learning
strategies appropriate include cooperative education, entrepreneurship, internship,
mentorship, school-based enterprise, service learning, and job shadowing.
Apprenticeship is not available for this course. DECA (an association for Marketing
Education students) competitive events, community service, and leadership
Sports and Entertainment Marketing II
Prerequisite: Sports and Entertainment Marketing I
Credit: 1 Unit
Grade Level: 11-12
In this course, students acquire an understanding of sports, entertainment,
and event marketing. Emphasis is on business management, career
development, client relations, contracts, ethics, event management, facilities
management, legal issues, and sponsorships. Mathematics and social studies
are reinforced. Work-based learning strategies appropriate include
Page 57
Architecture, Automotive and
Construction
CTE course levels are determined by each school based on teacher
certification and student need and will vary among Catawba
County high schools.
Introduction to Automotive Service
Offered: M
Prerequisite: None
Credit: 1 Unit
Grade Level: 10-11
This course introduces basic automotive skills in Service & Safety, Engine Repair,
Automatic Transmissions & Transaxles, Manual Drivetrain and Axles and job opportunities in the auto repair industry. As part of the NATEF accreditation, topics are
aligned to the Maintenance and Light Repair (MLR) requirements. English language
arts are reinforced. Work-based learning strategies appropriate for this course include job shadowing. Apprenticeship and cooperative education are not available
for this course. SkillsUSA competitive events, community service, and leadership
activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences. Proof of insurance is required for all
Prerequisite: Automotive Service I
Credit: 1 Unit
Grade Level: 10-12
This course emphasizes automotive electrical/electronics and is basic for electrical/
electronic automotive preparation. Basic inspection, troubleshooting, and repair of
automotive electrical/electronic systems will be included in this course. English
language arts and mathematics are reinforced. Work-based learning strategies
appropriate for this course include apprenticeship, cooperative education, and job
shadowing. This course helps prepare students for the Automotive Service Excellence (ASE) certification in electrical/electronics. SkillsUSA competitive events, community service, and leadership activities provide the opportunity to apply essential
standards and workplace readiness skills through authentic experiences. Proof of
Automotive Service I
Offered: M
Prerequisite: Introduction to Automotive Service
Credit: 1 Unit
Grade Level: 10-12
This course introduces basic automotive skills in Suspension & Steering, Heating &
Air Conditioning and Engine Performance. As part of the NATEF accreditation, topics
are aligned to the Maintenance and Light Repair (MLR) requirements. English language arts are reinforced. Work-based learning strategies appropriate for this
course include apprenticeship, cooperative education, entrepreneurship, internship,
and job shadowing. SkillsUSA competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace
readiness skills through authentic experiences. Proof of insurance is required for all
Automotive Service II
Offered: M
Prerequisite: Automotive Service I
Credit: 1 Unit
Grade Level: 11-12
This course builds on the knowledge and skills introduced in Automotive Servicing I
and develops advanced knowledge and skills in vehicle system repair and/or replacement of components in the brakes, electrical systems, drivetrain, engine, HVAC
and steering & suspension systems, emphasizing hands-on experience. As part of
the NATEF accreditation, topics are aligned to the Maintenance and Light Repair
(MLR) requirements. English language arts are reinforced. Work-based learning
strategies appropriate for this course include job shadowing, apprenticeship, cooperative education, entrepreneurship, internship, and job shadowing. This course
helps prepare students for the Automotive Service Excellence (ASE) certification in
Maintenance and Light Repair (MLR- G1). SkillsUSA competitive events, community
service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences. Proof of insurance is required for all students enrolled in this course.
Page 58
Automotive Service III
Offered: M
Prerequisite: Automotive Service II
Credit: 1 Unit
Grade Level: 11-12
This course builds on the skills and knowledge introduced in Automotive Service I &
II. Building advanced automotive skills and knowledge in vehicle servicing, testing,
repair, and diagnosis of brakes, electrical systems, drive train, engine, HVAC and
steering & suspension systems, while emphasizing hands-on experience. As part of
the NATEF accreditation, topics are aligned to the Maintenance and Light Repair
(MLR) requirements. English language arts and mathematics are reinforced. Workbased learning strategies appropriate for this course include apprenticeship, cooperative education, entrepreneurship, internship, and job shadowing. This course helps
prepare students for the Automotive Service Excellence (ASE) certification in Maintenance and Light Repair (MLR- G1). SkillsUSA competitive events, community service,
workplace readiness skills through authentic experiences. Proof of insurance is
Core and Sustainable Construction
Prerequisite: None
Credit: 1 Unit
Grade Level: 10-12
This course covers the National Center for Construction Education and Research
(NCCER) Core certification modules required for all of the NCCER curriculum-area
programs, and an additional Green module. The course content includes: basic safety, introduction to construction math, introduction to hand tools, introduction to
power tools, introduction to blueprints, material handling, basic communication
skills, and basic employability skills, and "Your Role in the Green Environment". The
additional Green module has been added to provide students with instruction in the
green environment, green construction practices, and green building rating systems.
Also it will help students better understand their personal impacts on the environment and make them more aware of how to reduce their carbon footprint. English
Language Arts and Mathematics are reinforced. Work-based learning strategies
appropriate for this course include apprenticeship, cooperative education, internship, and job shadowing. This course helps prepare students for additional National
Center for Construction Education and Research (NCCER) Core certification.
SkillsUSA competitive events, community service, and leadership activities provide
the opportunity to apply essential standards and workplace readiness skills through
authentic experiences. Proof of insurance is required for all students enrolled in this
course.
Carpentry I
Offered: BHHS, M, S
Prerequisite: Core and Sustainable Construction
Credit: 1 Unit
Grade Level: 10-12
This course covers basic carpentry terminology and develops technical aspects of
carpentry with emphasis on development of introductory skills. English language
arts and mathematics are reinforced. Work-based learning strategies appropriate for
this course include apprenticeship, cooperative education, internship, and job shadowing. This course helps prepare students for National Center for Construction Education and Research (NCCER) certification. SkillsUSA competitive events, community
Carpentry II
Offered: BHHS, M, S
Prerequisite: Carpentry I
Credit: 1 Unit
Grade Level: 10-12
This course covers additional technical aspects of carpentry with emphasis on development of intermediate skills. The course content includes floor systems, wall and
ceiling framing, roof framing, introductions to concrete, reinforcing materials and
forms, windows and exterior doors, and basic stair layout. English language arts and
mathematics are reinforced. Work-based learning strategies appropriate for this
course include apprenticeship, cooperative education, internship, and job shadowing. This course helps prepare students for National Center for Construction Education and Research (NCCER) certification. SkillsUSA competitive events, community
Carpentry III
Offered: M, S
Prerequisite: Carpentry II
Credit: 1 Unit
Grade Level: 11-12
This course develops advanced technical aspects of carpentry with emphasis
on development of skills. The course content includes roofing applications,
thermal and moisture protection, exterior finishing, cold formed steel framing
and drywall installations. English language arts and mathematics are reinforced. Work-based learning strategies appropriate for this course include
apprenticeship, cooperative education, internship, and job shadowing. This
course helps prepare students for National Center for Construction Education
and Research (NCCER) certification. SkillsUSA competitive events, community
standards and workplace readiness skills through authentic experiences. Proof
of insurance is required for all students enrolled in this course.
Drafting I
Offered: B, S
Prerequisite: Math I recommended
Credit: 1 Unit
Grade Level: 9-11
This course introduces students to the use of simple and complex graphic tools
used to communicate and understand ideas and concepts found in the areas
of architecture, manufacturing, engineering, science, and mathematics. Topics
include problem-solving strategies, classical representation methods such as
sketching, geometric construction techniques, as well as computer assisted
design (CAD), orthographic projection, and 3-D modeling. English language
internship, and job shadowing. SkillsUSA competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.
Drafting II - Architectural
Offered: B, S
Prerequisite: Drafting I
Credit: 1 Unit
Grade Level: 10-12
This course focuses on the principles, concepts, and use of complex graphic
tools used in the field of architecture, structural systems, and construction
trades. Emphasis is placed on the use of computer assisted design (CAD) tools
in the creation of floor plans, wall sections, and elevation drawings. English
education, internship, and job shadowing. SkillsUSA competitive events, community service, and leadership activities provide the opportunity to apply
Drafting II - Engineering
Offered: B, S
Prerequisite: Drafting I
Credit: 1 Unit
Grade Level: 10-12
This course focuses on engineering graphics introducing the student to symbol
libraries, industry standards, and sectioning techniques. Topics include coordinate systems, principles of machine processes and gearing, and the construction of 3-D wireframe models using computer assisted design (CAD). English
education, internship, and job shadowing. SkillsUSA competitive events, community service, and leadership activities provide the opportunity to apply
Drafting III - Architectural
Offered: S
Prerequisite: Drafting - Architecture II
Credit: 1 Unit
Grade Level: 11-12
This course introduces students to advanced architectural design concepts.
Emphasis is placed on the use of computer assisted design (CAD) tools in the
design and execution of site and foundation plans as well as topographical
information and detail drawings of stairs and wall sections. English language
internship, and job shadowing. SkillsUSA competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.
Drafting III - Engineering
Offered: S
Prerequisite: Drafting - Engineering II
Credit: 1 Unit
Grade Level: 11-12
This course introduces the student to advanced engineering concepts using
computer assisted design (CAD) tools. Topics studied include descriptive geometry, geometric tolerancing, and advanced engineering design concepts
such as surface and solid modeling. English language arts, mathematics, and
science are reinforced. Work-based learning strategies appropriate for this
shadowing. SkillsUSA competitive events, community service, and leadership
Exploring Robotics
Offered: B, BHHS, S
Prerequisite: None
Credit: 1 Unit
Grade Level: 9-11
This course introduces the student to basic electronics and robotics. The
course is presented through video presentations, computer simulations, and
hands on projects. When performing the hands on projects the students work
in teams of two to three students. Each team builds and programs a robot to
complete mazes and courses, follow light beams and lines, and pick up and
move objects. The concepts covered include safety, programming, electronic
components, bread- boarding, servo motors, power supplies, processor and
memory chips, computer numbering systems, distance and time calculations,
recording data and graphing. Learning these concepts will help the student in
a college mechatronics curriculum or in an industrial setting where robots are
used.
Masonry I
Offered: F
Prerequisite: Core and Sustainable Construction
Credit: 1 Unit
Grade Level: 10
This course covers basic masonry terminology and develops technical aspects
of masonry with emphasis on development of introductory skills. This course
introduces the nature of masonry technology, materials and supplies, and
employability skills. Topics include safety, layout, tools, leveling, plumbing, use
of straight-edge, and jointing brick and block in wall construction. Mathematics and English language arts are reinforced. Work-based learning strategies appropriate for this course include apprenticeship, cooperative education,
internship, and job shadowing. This course helps prepare students for National
Center for Construction Education and Research (NCCER) certification.
SkillsUSA competitive events, community service, and leadership activities
skills through authentic experiences. Proof of insurance is required for all
Masonry II
Offered: F
Prerequisite: Masonry I
Credit: 1 Unit
Grade Level: 11
This course builds on skills mastered in Masonry I and provides advanced
masonry skills including measurements, drawing and specifications, mortar,
masonry units, and installation techniques. English language arts and mathematics are reinforced. Work-based learning strategies appropriate for this
shadowing. Geometry is recommended as preparation for this course. This
course helps prepare students for National Center for Construction Education
and Research (NCCER) certification. SkillsUSA competitive events, community
Proof of insurance is required for all students enrolled in this course.
Page 59
Masonry III
Offered: F
Prerequisite: Masonry II
Credit: 1 Unit
Grade Level: 12
This course develops advanced technical aspects of Masonry with emphasis on
development of skills introduced in Masonry II. The course content includes
residential plans and drawing interpretation, residential masonry, grout and
other reinforcement, and metalwork in masonry. Introductory skills for the
Crew Leader are also introduced in this course. English language arts and
mathematics are reinforced. Work-based learning strategies appropriate for
this course include apprenticeship, cooperative education, internship, and job
shadowing. This course helps prepare students for National Center for Construction Education and Research (NCCER) certification. SkillsUSA competitive
course.
Offered: F
Prerequisite: Technology Engineering and Design
Credit: 1 Unit
Grade Level: 10-12
This course continues to apply the skills, concepts, and principles of design.
The design fields of graphics, industrial design, and architecture receive major
emphasis. Engineering content and professional practices are presented
through practical application. Working in design teams, students apply
technology, science, and mathematics concepts and skills to solve engineering
and design problems. Students research, develop, test, and analyze
engineering designs using criteria such as design effectiveness, public safety,
human factors, and ethics. Art, English language arts, mathematics and science
are reinforced. Work-based learning strategies appropriate for this course
include mentorship, school-based enterprise, service learning, and job
shadowing. Apprenticeship and cooperative education are not available for
this course. Technology Student Association (TSA) competitive events,
experiences.
Offered: F
Prerequisite: None
Credit: 1 Unit
Grade Level: 9-10
This course focuses on the nature and core concepts of technology,
engineering, and design. Through engaging activities and hands-on
project-based activities, students are introduced to the following concepts:
elements and principles of design, basic engineering, problem solving, and
teaming. Students apply research and development skills and produce physical
and virtual models. Activities are structured to integrate physical and social
sciences, mathematics, English language arts, and art. Work-based learning
strategies appropriate for this course include mentorship, school-based
enterprise, service learning, and job shadowing. Apprenticeship and
cooperative education are not available for this course. Technology Student
Association (TSA) competitive events, community service, and leadership
Page 60
Career Based Learning
CTE Advanced Studies
Prerequisite: Two technical credits in one career cluster
Credit: 1 Unit
Grade Level: 10-12
This culminating course is for juniors and seniors who have earned two
technical credits, one of which is a completer course, in one Career Cluster. The
Advanced Studies course must augment the content of the completer course
and prepare students for success in transitioning to postsecondary education
and future careers. Students work under the guidance of a teacher with
expertise in the content of the completer course in collaboration with
community members, business representatives, and other school-based
personnel. The four parts of the course include writing a research paper,
producing a product, developing a portfolio, and delivering a presentation.
Students demonstrate their abilities to use 21st century skills. DECA (an
association for Marketing Education students), Future Business Leaders of
America (FBLA), FFA, Family, Career and Community Leaders of America
(FCCLA), Health Occupations Students of America (HOSA), SkillsUSA, and
Technology Student Association (TSA) competitive events, community service,
and leadership activities provide the opportunity to apply essential standards
and workplace readiness skills through authentic experiences.
CTE Internship
Prerequisite: Application, Excellent academic standing
Credit: 0.25 unit (35 hours), 0.50 unit (70 hours), or 1 Unit (135 hours)
Grade Level: 11-12
A CTE Internship allows for additional development of career and technical
competencies within a general career field. Internships allow students to
observe and participate in daily operations, develop direct contact with job
personnel, ask questions about particular careers, and perform certain job
tasks. This activity is exploratory and allows the student to get hands-on
experience in a number of related activities. The teacher, student, and the
business community jointly plan the organization, implementation, and
evaluation of an internship, regardless of whether it is an unpaid or paid
internship.
Service Internship (After School or During Summer)
Prerequisite: Application
Credit: 35 hours = 1/4 unit of credit; 70 hours = 1/2 unit of credit; 135 hours = 1
unit of credit; (Pass/Fail)
Grade Level: 9-12, by application
See counselor for application deadlines.
Service internship opportunities are available to qualified students through an
application process. This program allows students to serve as “helpers” in
settings where volunteers are typically used (hospitals, retirement facilities, non
-profit agencies, etc.). Because of the multitude of potential sites, all locations
must be pre-approved by the Catawba County Schools Internship Office prior to
placement. Students are not paid for service internship hours, but they can
earn elective credit on a Pass/Fail basis. Service internships are completed
during non-instructional hours (after school, weekends, teacher workdays,
summer). Elective units of credit can be earned depending on the hours
completed.
Teaching Internship Level II
Prerequisite: Teaching Internship Level I, Application
Credit: 1 Unit
Qualified juniors and seniors may apply for an additional Teaching Internship
upon successful completion of the Level I Teaching Internship and are truly
focused on a career in the education field. Applicants must be in good standing
with regard to grades, attendance, tardiness, and discipline. Level II Teaching
Interns are placed in a different department, grade level or classroom than the
previous internship and are expected to assume more responsibility in the new
setting. Upon the satisfactory completion of the internship, one unit of elective
credit (Pass/Fail) is granted.
High School Apprenticeship
Credit: Varies based on hours completed
This is an “on-the-job” training opportunity for students who are at least 16
years old and interested in learning a skilled occupation. Students accepted into
this program will be paid above average wages while they are being trained by a
participating employer.
Students must work 300 hours on the job for each unit of credit earned. First
priority is given to students who will be enrolled in a Level II or above Career
and Technical Education course during their senior year. High school
apprentices will have permission to leave school early in order to work part
time in their jobs.
Other Electives
Media Assistant
Credit: 1 Unit
Grade Level: 10-12
The instructional focus of this course is to provide training to students
interested in serving as assistants in the school’s media center. Students will learn
how to process materials, formulate bibliographies, checkout and return all types of
media, keep accurate records, assist with the technology available in the media
center and become proficient in video and audio-visual
preparation. The student’s instructor for the course is the school’s media coordinator.
Success 101
Prerequisite: DC
Credit: 1 Unit
Grade Level: 9-12
Success 101 is a course designed to meet the needs of various students or groups of
students enrolled in each high school. The content is individualized and is designed
to improve literacy skills in all academic areas.
Students who participate in apprenticeships or pre-apprenticeships through the
North Carolina Department of Labor, Apprenticeship and Training Bureau can
also earn CTE credit while they earn hours and experience toward an adult
apprenticeship leading to a completed journeyman certificate. This course is
appropriate for occupations that do not require a college degree but require a
high level of skill and knowledge.
Career and Technical Student Organizations
FBLA
FUTURE BUSINESS LEADERS OF AMERICA
Business
FCCLA FAMILY, CAREER & COMMUNITY LEADERS OF AMERICA
Family and Consumer Science
FFA
FUTURE FARMERS OF AMERICA
Agriculture Education
DECA
DISTRIBUTIVE EDUCATION CLUBS OF AMERICA
Marketing
HOSA
HEALTH OCCUPATIONS STUDENTS OF AMERICA
Health Occupations
NTHS
NATIONAL TECHNICAL HONOR SOCIETY
CTE Honor Society
SKILLS VOCATIONAL INDUSTRIAL CLUBS OF AMERICA
USA
Trade and Industrial
Page 61
CAREER AND COLLEGE PROMISE (CCP): College Transfer Pathways
College Transfer Pathways:
The CCP Transfer Pathway allows qualified high school juniors and seniors
to complete up to 35 semester hours tuition free. These “dual enrollment” classes enable high school students
to receive high school and college credit concurrently. Successful completion of the courses below with a
grade of “C” or higher will transfer to any University of North Carolina system universities as well as to
participating private colleges and universities.
Page 62
College Category
College Course Title
High School
Course Code
High School Credit
Academic Transition
ACA 122 - College Transfer Success
0C025X0
1 elective credit
Humanities/Fine Arts
Art 111 - Art Appreciation
5C015X0
1 elective credit
Art 114 - Art History Survey I
5C025X0
1 elective credit
Art 115 - Art History Survey II
5C035X0
1 elective credit
Natural Sciences
AST 111 - Descriptive Astronomy
3C015X0
Natural Sciences
AST 111 - Descriptive Astronomy Lab
3C025X0
1 elective credit
(Must complete lab and class for 1 high school
elective credit).
Natural Sciences
AST 151 - General Astronomy I
3C035X0
Natural Sciences
AST 151A - General Astronomy Lab I
3C045X0
Natural Sciences
BIO 110 - General Biology I
3C065X0
Natural Sciences
BIO 111 - General Biology II
3C075X0
Natural Sciences
CHM 151 - General Chemistry I
3C085X0
Natural Sciences
CHM 152 - General Chemistry II
3C095X0
2 credits (1 Chemistry and 1 elective); Must pass
both courses to meet the physical science
graduation requirement.
Computer Science
CIS 110 - Introduction to Computers
BW325X0
1 elective credit
Communications
COM 231 - Public Speaking
0C015X0
1 elective credit
Social/Behavioral Sciences
ECO 251 - Principles of Microeconomics
4C015X0
1 elective credit
ECO 252 - Principles of Microeconomics
4C025X0
1 elective credit
ENG 131 - Introduction to Literature
1C065X0
1 elective credit
English Composition
ENG 111 - Writing and Inquiry
1C025X0
Three courses must be successfully completed
to satisfy the English III graduation requirement:
English Composition
ENG 112 - Writing/Research in the
Disciplines
1C035X0
ENG 231 - American Literature I
1C075X0
ENG 111, ENG 112 and ENG 231
OR
ENG 111, ENG 112 and ENG 232
ENG 232 - American Literature II
1C085X0
Each separate college course equals one high
school elective credit.
Natural Sciences
GEL 111 - Introduction to Geology
3C105X0
1 elective credit
HIS 111 - World Civilizations I
4C035X0
2 credits (1 World History and 1 elective); Must
pass both courses to meet the World History
HIS 112 - World Civilizations II
4C045X0
HIS 121 - World Civilizations I
4C105X0
1 elective credit
(Must complete lab and class for 1 high school
elective credit).
2 credits (1 Biology and 1 elective); Must pass
both courses and take the Biology EOC to meet
1 elective credit (No longer fulfills the World
History graduation requirement).
CAREER AND COLLEGE PROMISE (CCP) - College Transfer Pathways
HIS 122 - World Civilizations II
4C115X0
1 elective credit (No longer fulfills the World
History graduation requirement).
HIS 131 - American History I
4C055X0
1 credit; satisfies American History I
graduation
requirement
HIS 132 - American History II
4C065X0
1 credit; satisfies American History II
graduation requirement
Mathematics
MAT 143 - Quantitative Literacy
2C015X0
1 credit; satisfies fourth math graduation
requirements and meets UNC minimum
admission requirements
Mathematics
MAT 152 - Statistical Methods I
2C025X0
Mathematics
MAT 171 - Pre-calculus Algebra
2C035X0
Mathematics
MAT 171 - Pre-calculus Trigonometry
2C045X0
Mathematics
MAT 263 - Brief Calculus
2C055X0
Mathematics
MAT 271 - Calculus I
2C065X0
MUS 110 - Music Appreciation
5C045X0
1 elective credit
MUS 112 - Introduction to Jazz
5C055X0
1 elective credit
PHI 215 - Philosophical Issues
0C065X0
1 elective credit
PHI 240 - Introduction to Ethics
0C075X0
1 elective credit
Natural Sciences
PHY 110 - Conceptual Physics
3C115X0
1 credit; Must pass both courses to receive 1
high school elective credit.
Natural Sciences
PHY 110A - Conceptual Physics Lab
3C125X0
Natural Sciences
PHY 151 - College Physics I
3C195X0
Natural Sciences
PHY 152 - College Physics II
3C205X0
Natural Sciences
PHY 251 - General Physics I
3C215X0
Natural Sciences
PHY 252 - General Physics II
3C225X0
2 credits (1 physics and 1 elective); Must pass
POL 120 - American Government
4C075X0
1 elective credit
PSY 150 - General Psychology
4C085X0
1 elective credit
SOC 210 - Introduction to Sociology
4C095X0
1 elective credit
2 credits (1 physics and 1 elective); Must pass
Page 63
CAREER AND COLLEGE PROMISE (CCP): Cooperative Innovative High School Program
Cooperative Innovative High School Program: The Innovative Education Initiatives Act and the Cooperative
Innovative High School Programs statute encourage local systems to partner with their local postsecondary
educational institutions to establish a high school program that targets first-generation college students,
students who are at risk of dropping out of high school, and/or offers accelerated learning opportunities.
Early college high schools blend the four years of traditional high school and the first two years of college in
a rigorous yet supportive format, compressing the time it takes to complete what typically takes six years.
This educational opportunity saves time and money, producing skilled and credentialed graduates in our
community.
Challenger Early College High School is the Cooperative Innovative High
School in Catawba County and operates on the campus of
Catawba Valley Community College (CVCC) is a partnership between
Catawba County Schools and CVCC. Challenger Early College High
School (CECHS) opened in the fall of 2005 and has a current enrollment
of approximately 400 students. Transportation is provided. Contact
Challenger Early College High School at 828-485-2980 or visit their
website for more information.
CAREER AND COLLEGE PROMISE (CCP): Career and Technical Education Pathway
Career Technical Education (CTE) Pathway:
The CTE Pathway allows qualified high school juniors and seniors to earn industry certification by enrolling in classes aligned with a NC CTE Career Cluster. Students receive high
school and community college credit concurrently. To qualify, students must be juniors or seniors, have a weighted
GPA of 3.0 or higher, be recommended by the school principal/designee and meet the prerequisites for the career
pathway of choice. All community colleges in North Carolina offer a variety of pathways. The table below lists CTE
pathways available at Catawba Valley Community College. Please visit the community college website of choice for
information pertaining to their course offerings as well as to access a complete list of course offerings or contact your
school counselor.
Advertising and Graphic Design
Health Information Technology
Air Conditioning, Heating, and Refrigeration Technology
Horticulture Technology
Automotive Systems Technology
Infant/Toddler Health Care
Computer-Integrated Machining
Mechatronics
Cosmetology
Information Systems Security (Networking, Operating Systems and
Wireless)
Criminal Justice Technology-Latent Evidence Crime Scene
Networking Technology (Cisco and Operating Systems)
Criminal Justice Technology-Law Enforcement
Office Administration
Fire Protection Management
Photography Technology
Health Care Management Technology Receptionist
Welding Technology
Page 64
Classes Offered on Bandys High School
& St. Stephens High School Campuses
CIS 110 Introduction to Computers
B, M, F, S (Bunker Hill students via Moodle)
High School Prerequisites:
College Prerequisites: CCP Core 44 College Transfer eligibility
requirements & OPAC testing
High School Credit: TBD
College Credit: 3 semester hours credit
Grade Level: 11-12
CIS 110—This course introduces computer concepts, including
fundamental functions and operations of the computer. Topics
include identification of hardware components, basic computer
operations, security issues, and use of software applications. Upon
completion, students should be able to demonstrate an
understanding of the role and function of computers and use the
computer to solve problems.
NOS 110 Operating Systems Concepts
Bandys, Foard, St. Stephens (available to other schools
via Moodle)
College Prerequisites: CCP Career Technical Education eligibility
requirements
Grade Level: 11-12
NOS 110—This course introduces students to a broad range of
operating system concepts, including installation and maintenance.
Emphasis is placed on operating system concepts, management,
maintenance, and resources required. Upon completion of this
course, students will have an understanding of OS concepts,
installation, management, maintenance, using a variety of operating
systems.
WEB 110 Internet/Web Fundamentals
Bandys, Maiden, Foard, St. Stephens
(taught to Bunker Hill students via Moodle)
WLD 121 GMAW (MIG) FCAW/Plate & WLD 131 GTAW (TIG)
Plate & WLD 141 Symbols and Specifications
(Year long)
Students must register for all three classes.
This is for students who have completed one year of WLD.
High School Prerequisites: None
College Prerequisites: CCP Career Technical Education
eligibility requirements; WLD 110, WLD 115
Grade Level: 12
WLD 121—This course introduces metal arc welding and flux core
Arc welding processes. Topics include equipment setup and fillet and
groove welds with emphasis on application of GMAW and FCAW
electrodes on carbon steel plate. Upon completion, students should be
able to perform fillet welds on carbon steel with prescribed electrodes in
the flat, horizontal, and overhead positions.
WLD 131—This course introduces the gas tungsten arc (TIG) welding
process. Topics include correct selection of tungsten, polarity, gas, and
proper filler rod with emphasis placed on safety, equipment setup, and
welding techniques. Upon completion, students should be able to perform
GTAW fillet and groove welds with various electrodes and filler materials.
WLD 141—This course introduces the basic symbols and specifications
used in welding. Emphasis is placed on interpretation of lines, notes,
welding symbols, and specifications. Upon completion, students should be
able to read and interpret symbols and specifications commonly used in
welding.
WLD 131 GTAW (TIG) Plate & WLD 141 Symbols and
Specifications (Year long)
Students must register for both classes.
This is for students who have completed two years of WLD.
High School Prerequisites: None
College Prerequisites: CCP Career Technical Education
eligibility requirements; WLD 110, WLD 115, WLD 121
Grade Level: 12
WLD 131—see description above
WLD 141—see description above
College Prerequisites: CCP Career Technical Education eligibility
requirements
Grade Level: 11-12
WEB 110—This course introduces basic markup language, various
navigational tools and services of the Internet. Topics include
creating web pages, using Internet protocols, search engines, file
compression/decompression, FTP, E-mail, listservers, and other
related topics. Upon completion, students should be able to deploy a
web-site created with basic markup language, retrieve/decompress
files, e-mail, FTP, and utilize other Internet tools.
Page 65
PERSONAL GRADUATION PLAN
The PERSONAL GRADUATION PLAN is an OPTIONAL
tool to assist the student with high school, college
and career planning. Every piece of data necessary
to complete this form has been previously issued to
the student or is available electronically through
PowerSchool. This plan serves as a simple
repository for information to assist with high school
course selection and as a means for information for
completing college admissions work and scholarship
applications. Below are explanations of each
sections:

The table for the PLAN and ACT scores will be
completed after the sophomore and junior
years respectively. The PLAN is administered
to all sophomores in North Carolina in the fall
of each year and the ACT is administered to all
juniors in March of each year.

The last table is reserved for students taking
Advanced Placement courses. AP tests are
given in May of each year and the scores are
usually reported back by the first of July.
Students are to complete the basic information at
the top of the form including up to three career
choices. After writing his/her career choices, the
student should research and then write the post
secondary institutions that offer programs in the
student’s area of career interests.
Although the next section, Honors and Awards, is
self explanatory, having this information accessible
will be extremely beneficial when completing
college applications and scholarships.
In the area designated for reporting assessment
data, there are a number of tests referenced.
Following is a brief explanation of the information to
be charted:

For the EOC and EOG tests, the percentile score
is the measure necessary to record in the table.
The percentile score is the most accurate
indicator in comparison with the student’s NC
peers in determining placement in regular,
college preparatory or honors level classes.

In the table for the PSAT and SAT it is important
to note that the SAT is listed three times. Most
students take the SAT at least twice and some
take the test three times. Colleges and
universities take the best sub score regardless of
the test administration. Therefore, if the
reading score were the best score the second
time, but the math score was best the first time,
the SAT score is submitted with the higher of the
two sub scores being the ones reported to the
colleges.

ASVAB scores are the resulting test data from
students taking military assessments. Typically
the ROTC programs at each high school offer
preparation and administration of these tests.
Page 66
The second column of the form provides a location
to record final semester averages and the
converted point value on the 4.0 standardized
grading scale as well as the cumulative weighted
and unweighted GPA.
Knowing your strengths, and being able to manage
your weaknesses is one of the secrets to success.
Take advantage of tools such as CFNC as well as
the expertise of your counselors and teachers and
choose your courses wisely. Simply being
cognizant of your unique talents and being able to
“Begin with the End in Mind,” will afford you the
opportunity to achieve much success.
PERSONAL GRADUATION PLAN
NINTH GRADE
SCHOOL:__________________________________
CLASS OF:_______________
NAME: ___________________________________
DATE: __________________
POST-SECONDARY CAREER PLANS: ____________, ____________, ____________
COLLEGE: 1 yr__________ 2yr__________ 4yr____________ MIL___________
DATE OF ENTRY:_______________
ENGLISH
____________ GRADE ____/4.0 CONV. _____
MATH
____________ GRADE ____/4.0 CONV. _____
SCIENCE
____________ GRADE ____/4.0 CONV. _____
SOC. STU. ____________ GRADE ____/4.0 CONV. _____
H/PE
____________ GRADE ____/4.0 CONV. _____
ARTS
____________ GRADE ____/4.0 CONV. _____
CTE
____________ GRADE ____/4.0 CONV. _____
ELECTIVE
____________ GRADE ____/4.0 CONV. _____
ELECTIVE
____________ GRADE ____/4.0 CONV. _____
ELECTIVE
____________ GRADE ____/4.0 CONV. _____
Total Credits
Unwtd GPA
Wtd GPA
NC AND NATIONAL ASSESSMENT INFORMATION
TENTH GRADE
NC TESTS
SAT
% RANK
DATE
READING
MATH
WRITING
PSAT
7th M EOG
ENGLISH
____________ GRADE ____/4.0 CONV. _____
MATH
____________ GRADE ____/4.0 CONV. _____
SCIENCE
____________ GRADE ____/4.0 CONV. _____
7th R EOG
SAT
ENGLISH II
SAT
H/PE
____________ GRADE ____/4.0 CONV. _____
SAT
ARTS
____________ GRADE ____/4.0 CONV. _____
CTE
____________ GRADE ____/4.0 CONV. _____
ELECTIVE
____________ GRADE ____/4.0 CONV. _____
ELECTIVE
____________ GRADE ____/4.0 CONV. _____
ELECTIVE
____________ GRADE ____/4.0 CONV. _____
MATH I
BIOLOGY
ASVAB
CTE_____
ASVAB
CTE_____
ACT
CTE_____
PLAN
CTE_____
ACT
GS_____
MK_____
COMPOSITE
AR_____
EI_____
READING
WK_____
AS_____
MATH
PC_____
MC_____
Total Credits
Unwtd GPA
Wtd GPA
SCIENCE
ELEVENTH GRADE
AP TESTS
AP CAL AB_______
AP EAR/ENV______ AP EURO________
AP LANG_________
AP CAL BC_______
AP US HIS_______
AP STUDIO ART___
ENGLISH
____________ GRADE ____/4.0 CONV. _____
MATH
____________ GRADE ____/4.0 CONV. _____
SCIENCE
____________ GRADE ____/4.0 CONV. _____
AP LIT___________
AP BIOLOGY______
AP GOV_________
AP MUS TH ______
AP STATS________
AP CHEM________
AP WORLD_______
OTHER__________
HIGH SCHOOL HONORS, AWARDS, RECOGNITIONS AND LEADERSHIP
ACADEMIC HONORS/AWARDS:
H/PE
____________ GRADE ____/4.0 CONV. _____
ARTS
____________ GRADE ____/4.0 CONV. _____
CTE
____________ GRADE ____/4.0 CONV. _____
ELECTIVE
____________ GRADE ____/4.0 CONV. _____
ELECTIVE
____________ GRADE ____/4.0 CONV. _____
ELECTIVE
____________ GRADE ____/4.0 CONV. _____
ACADEMIC SCHOLARSHIPS:
Total Credits
Unwtd GPA
Wtd GPA
EXTRA/CO-CURRICULAR ACTIVITIES:
CLUBS/LEADERSHIP:
TWELFTH GRADE
ATHLETIC TEAMS/LEADERSHIP:
ENGLISH
____________ GRADE ____/4.0 CONV. _____
AWARDS/HONORS:
MATH
____________ GRADE ____/4.0 CONV. _____
SCHOLARSHIPS:
SCIENCE
____________ GRADE ____/4.0 CONV. _____
SCHOOL ACTIVITIES/LEADERSHIP:
H/PE
____________ GRADE ____/4.0 CONV. ____
COMMUNITY SERVICE/VOLUNTEER:
ARTS
____________ GRADE ____/4.0 CONV. _____
CIVIC SCHOLARSHIPS:
CTE
____________ GRADE ____/4.0 CONV. _____
ELECTIVE
____________ GRADE ____/4.0 CONV. _____
ELECTIVE
____________ GRADE ____/4.0 CONV. _____
ELECTIVE
____________ GRADE ____/4.0 CONV. _____
WORK EXPERIENCE:
College Applications sent to: ______________________________________________
______________________________________________________________________
Total Credits
Unwtd GPA
Wtd GPA
Page 68
NOTES:
Page 69
High School Directory
BHHS
S
F
B
M
Bandys High (B)
Challenger Early College
Fred T. Foard High (F)
5040 East Bandys Road
Catawba, NC 28609
(828) 241-3171
FAX (828) 241-9402
Angela Williams, Principal
Todd Davis, AP
Brandon Harbinson, AP
De Batchelor, Lead Counselor
CVCC Campus 2550 Hwy 70 SE
Hickory, NC 28602
(828) 485-2980
FAX (828) 485-2981
Heather Benfield, Principal
Fred Whalen, AP
Kara Osbourne, Lead Counselor
Maiden High (M)
Catawba Rosenwald
Education Center
3407 Plateau Road
Newton, NC 28658
(704) 462-1496
FAX (704) 462-1988
Chris Gibbs, Principal
Cindy Brigman, AP
Audrey Hovis, AP
Samy Shreitah AP
Carrie Carter, Lead Counselor
600 W Main St
Maiden, NC 28650
(828) 428-8197
FAX (828) 428-8341
Rob Bliss, Principal
Melissa Moose-Gems , AP
Caine Houser, AP
Christel Murray, Lead Counselor
Bunker Hill High (BHHS)
4675 Oxford School Road
Claremont, NC 28610
(828) 241-3355
FAX (828) 241-9401
Jeff Isenhour, Principal
Drew Stiles, AP
Lisa Thomas, AP
Lorraine Swagger, Lead Counselor
403 6th Ave SW
Catawba, NC 28609
(828) 241-2734
FAX (828) 241-4999
Shannon Clemmons, Principal
Tim Adams, AP
Catie Kale, Lead Counselor
St. Stephens High (S)
3205 34th Street Drive NE
Hickory, NC 28601
(828) 256-9841
FAX (828) 256-7159
Jeff Taylor, Principal
Amy Rucker, AP
Heather Hollifield, AP
Chris Johnson, AP
Shirley Mills, Lead Counselor
All school websites can be
located at:
www.catawbaschools.net
Page 71

Curriculum Guide - MASTER 2015-16

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