A WELCOME FROM SUPERINTENDENT DR. TIM MARKLEY. Dear Students,

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1 TABLE OF CONTENTS A WELCOME FROM SUPERINTENDENT DR. TIM MARKLEY... 2 NORTH CAROLINA STATE BOARD OF EDUCATION MISSION AND GOALS... 3 NEW HANOVER COUNTY SCHOOLS MISSION STATEMENT... 3 GENERAL CURRICULUM... 3 SPECIAL PROGRAMS AND COURSES... 3 ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID)... 3 ENGLISH AS A SECOND LANGUAGE PROGRAM (ESL)... 4 ADVANCED PLACEMENT PROGRAM (AP)... 4 NORTH CAROLINA VIRTUAL PUBLIC SCHOOL (NCVPS)... 4 NOVANET... 4 THE LYCEUM ACADEMY... 4 ADVANCED STUDY - UNIVERSITY OF NORTH CAROLINA WILMINGTON... 5 LEARN AND EARN ONLINE... 5 CAPE FEAR COMMUNITY COLLEGE DUAL ENROLLMENT... 5 HUSKINS... 5 ISAAC BEAR EARLY COLLEGE HIGH SCHOOL... 5 WILMINGTON EARLY COLLEGE HIGH SCHOOL... 6 MOSLEY PERFORMANCE LEARNING CENTER HIGH SCHOOL... 6 COURSE ENROLLMENT PROCESS... 6 TESTING... 7 PROMOTION REQUIREMENTS... 7 GRADUATION REQUIREMENTS... 7 GUIDELINES FOR ESTABLISHING RANK... 9 NORTH CAROLINA ACADEMIC SCHOLARS PROGRAM - GRADES NC FUTURE-READY CORE COURSE OF STUDY NC OCCUPATIONALCOURSE OF STUDY COLLEGE ADMISSIONS REQUIREMENTS ARTS EDUCATION VISUAL ARTS DANCE MUSIC BAND ORCHESTRA VOCAL MUSIC THEATRE ARTS CAREER TECHNICAL EDUCATION CAREER CLUSTERS TECHNOLOGY EDUCATION TRADES AND INDUSTRIAL EDUCATION BUSINESS EDUCATION MARKETING EDUCATION HEALTH SCIENCE FAMILY AND CONSUMER SCIENCE ENGLISH ENGLISH AS A SECOND LANGUAGE HEALTHFUL LIVING EDUCATION JUNIOR RESERVE OFFICERS TRAINING CORPS (JROTC) MATHEMATICS SCIENCE SOCIAL STUDIES WORLD LANGUAGES SPECIAL EDUCATION AND RELATED SERVICES OCCUPATIONAL COURSE OF STUDY Appendix Huskins and Learn and Earn Course Offerings for New Hanover County Schools Quick Reference Course Listing... 83

2 A WELCOME FROM SUPERINTENDENT DR. TIM MARKLEY Dear Students, On behalf of New Hanover County Schools, I would like to welcome everyone to the Career Advisement Program scheduling process. If you are a rising 9 th grade student, let me give you a special welcome into high school. You are getting ready to embark on one of the most important, challenging, and memorable experiences of your entire life. No matter your grade level, NHCS will be there to assist and guide you throughout your high school journey. As we all know, our technological world has become a global village. As a result, we have all been given opportunities that we could not have imagined even fifteen years ago. The global village effect, however, has also increased competition; we are no longer just competing and working with other Americans. In order to experience all this world has to offer, it is essential you acquire a first-rate education. As the world has gotten more educationally diverse, NHCS has strived to grow in this same direction. We are proud of all of our high schools and their dedication to ensuring each student a global education: Ashley, Hoggard, Laney, New Hanover, Mosley Performance Learning Center, Isaac Bear Early College High School, and Wilmington Early College High School. At each of these schools, you will find dedicated 21 st Century professionals who are there to help you obtain a high quality, relevant education. To help guide you through these important high school years, NHCS has created a Curriculum Bulletin course guide. Inside this bulletin, you will find information on course offerings and descriptions, state and local educational requirements, course enrollment directions, and information on various cutting-edge programs. The course scheduling process is very important for every student. With that in mind, let me encourage you to seek guidance as your prepare to select your courses. Your teachers, principals, counselors, and parents want to see you have the best high school experience you can have. Take advantage of their knowledge and wisdom. Finally, I ask you to challenge yourself! That is the only way to grow and develop into your full potential. Strive to excel so you can have an expanded list of opportunities as graduation nears. We wish each and every one of you a terrific end to this school year and a wonderful beginning in Sincerely, Dr. Tim Markley 2

3 NORTH CAROLINA STATE BOARD OF EDUCATION MISSION AND GOALS The guiding mission of the North Carolina State Board of Education is that every public school student graduate from high school, globally competitive for work and postsecondary education and prepared for life in the 21st century. The goals are as follows: Goal 1: NC public schools will produce globally competitive students. Goal 2: NC public schools will be led by 21 st century professionals. Goal 3: NC public school students will be healthy and responsible. Goal 4: Leadership will guide innovation in NC public schools. Goal 5: NC public schools will be governed and supported by 21 st century systems. NEW HANOVER COUNTY SCHOOLS MISSION STATEMENTError! Bookmark not defined. The mission of New Hanover County Schools, in collaboration with our parents and community, is to provide children an excellent education in a healthy and safe learning environment where they are prepared with the critical skills to reach their full potential in a 21 st century global society. GENERAL CURRICULUM New Hanover County Schools offers curriculum that is comprehensive and flexible, providing a wide variety of course offerings and special programs. This curriculum allows each student to complete a high school program designed around the student s needs and interests. Every effort is made to offer all courses at each high school within constraints imposed by enrollment and personnel. Elective offerings may vary at each high school. In addition to regularly scheduled courses, students meeting the admission criteria may take courses at the University of North Carolina Wilmington or Cape Fear Community College. Huskins classes, taught by Cape Fear Community College instructors, may also be arranged through the high schools. Each high school offers a full continuum of services to students receiving special education and related services. For students with disabilities, these services are specified through an Individualized Education Plan (IEP) or an Individualized Accommodation Plan (IAP) designed to meet individual student needs. Every school has a system of intervention, evaluation, and service delivery that provides access to these services. Students and parents can obtain more information about special education services from the Special Education and Related Services department chairperson at each school. Academically or Intellectually Gifted (AIG) services are offered through enrollment in rigorous honors and Advanced Placement courses at each school. SPECIAL PROGRAMS AND COURSES ADVANCEMENT VIA INDIVIDUAL DETERMINATION (AVID) Advancement Via Individual Determination (AVID) is designed to restructure the teaching methods of a school and to open access to the curricula that will ensure four-year college eligibility to students especially to students in the middle who are capable of completing the college/university course of study. To qualify for AVID, students should have a GPA between , no attendance or discipline issues, the desire to go to college, and the willingness to work hard. In this four-year program, grade-level classes meet all year to provide academic support for student success. Each AVID class receives instruction in college-entry skills, participates in tutor-led study groups, and engages in motivational activities. The AVID program stresses the importance of higher-order thinking skills, notebook organization, Cornell notes, study skills, the writing process, goal setting, critical reading, and the college admissions process. The student must meet the parameters of acceptance designated by the AVID program and must continue to meet those parameters in order to remain in the program. See a school counselor or AVID coordinator for details. Additional information is available at 3

4 ENGLISH AS A SECOND LANGUAGE PROGRAM (ESL) English as a Second Language (ESL) classes or services are offered to students whose first language is a language other than English and whose academic English is not yet fluent. ESL classes provide a content-based, academic context that supports the development of the English speaking, listening, reading, and writing skills necessary for academic success. ADVANCED PLACEMENT PROGRAM (AP) The Advanced Placement (AP) program offers college level courses and exams for secondary students in the areas of English, mathematics, social studies, and science. Select second languages and arts classes may also be offered. In May, students are encouraged to demonstrate their proficiencies on the appropriate Advanced Placement examinations. In this manner students may possibly earn university course exemption and/or credit. These exams are scheduled, designed, and graded by the College Board. Students pay the examination fee charged by the College Board for each test by the last week in March. Requests for fee reductions should be directed to the individual school. Students provide their own transportation if testing occurs off campus. Students applying for placement in AP courses need to talk with their parents, teachers, and counselors. Additional information can be found at NORTH CAROLINA VIRTUAL PUBLIC SCHOOL (NCVPS) North Carolina Virtual Public School (NCVPS) provides free online high school courses to public school students throughout North Carolina. Students may access virtual learning courses from anywhere at anytime. Grades earned through NCVPS become part of a student s academic record as the student works toward graduation goals. Registration must occur at each school through the distance learning advisor. Additional information can be found at NOVANET NovaNET provides a multi-faceted, computer-based instructional program consisting of both online activities and offline assignments. Prior approval is required before a student can enroll in NovaNET courses. Note: Any student enrolled in a class in which an End-of-Course test is required must take the End-of-Course state exam. THE LYCEUM ACADEMY The Lyceum Academy of New Hanover High School is open to all juniors and seniors in New Hanover County. This two-year program offers an uninterrupted, four-hour time block incorporating alternative educational experiences where connections are made between traditional subjects to demonstrate real-world relevance. A team of eight teachers instructs and guides students through the academy, which consists of approximately 200 students (100 in each grade level). Classes in Lyceum are from 7:30 AM until 11:40 AM on traditional school days; afterwards students are released to take electives. Real-world relevance is reinforced through local and national field experiences. These hands-on experiences clarify the curriculum by enhancing its relevance to students lives. Field experiences also help develop group skills through team building activities such as retreats, seminars, and social interactions. No students are excluded due to financial issues. Students elect to participate and are accepted through an application and interview process which begins in January during their sophomore year. The application, a list of required course prerequisites, and additional information is available at 4

5 ADVANCED STUDY - UNIVERSITY OF NORTH CAROLINA WILMINGTON New Hanover County Schools and the University of North Carolina Wilmington (UNCW) have a cooperative agreement to allow students to take courses at the university if they are concurrently enrolled in at least two high school courses. Advanced study courses taken at UNC Wilmington must be courses not offered on the high school campus. Each three-hour course taken at UNCW will receive one unit of high school credit. Summer courses do not qualify for high school credit. Course selections should be discussed with a counselor and then approved by the principal. An application is required and students are responsible for tuition, fees, books, and transportation. It is understood that the transfer of college credit for the course(s) will be dependent upon the decision of the university. Additional information can be found at LEARN AND EARN ONLINE Online college credit courses are available to high school students through an initiative called Learn and Earn Online. Qualified students can access a variety of courses free of charge and earn high school and college credit for completed courses. Courses are offered during the regular school day in the fall and spring semesters through UNCG ischool and the community colleges. To enroll in the online courses, students need to consult the distance learning advisor or school counselor. Additional information is available at CAPE FEAR COMMUNITY COLLEGE DUAL ENROLLMENT New Hanover County Schools and Cape Fear Community College (CFCC) have a cooperative agreement to allow students to enroll in college transfer, vocational, and technical courses for high school elective and community college credit. To take part in this program, students must be concurrently enrolled in at least two high school courses and be at least sixteen years of age. This excludes developmental and Adult High School courses. Courses taken at CFCC must not be offered at the high school and must be approved by the principal. Each threehour course taken at CFCC will receive one unit of high school credit. Students are responsible for providing their own transportation. See a counselor for more details. Additional information is available at HUSKINS Huskins classes are college classes designated primarily for high school students. Huskins classes may be offered at the high school to students who are juniors or seniors. Students must be at least sixteen years old to access these classes at either of the Cape Fear Community College (CFCC) campuses. Students are enrolled on a space-available basis. Students are required to take a placement test. Minimal cut scores for each college course will vary. Official high school transcripts that post SAT/ACT scores are also acceptable to use for placement purposes. High school principals must verify that students are making satisfactory progress towards graduation. Students must meet all college requirements for each class taken before the class begins. Prerequisites for each course are listed with the course descriptions in the Cape Fear Community College Catalog available at Information on specific courses offered to NHCS students can be found on page 82 of this guide. Tuition is free for fall and spring semesters; however, students taking a Huskins class that meets at a CFCC campus are required to pay student activity fees and a security/parking fee which are due at the beginning of the semester. Transportation to CFCC is also the student s responsibility as is the purchase of additional supplies. Huskins classes are not offered in the summer. See your school Huskins coordinator for additional information and a Huskins program application. ISAAC BEAR EARLY COLLEGE HIGH SCHOOL Located on the campus of the University of North Carolina Wilmington, Isaac Bear Early College High School is an innovative school that integrates English, social studies, math, and science in an exploration of real-world topics and problems. Isaac Bear High School provides rising ninth grade students with an opportunity to accelerate their high school experience and to earn college credit. Students are challenged to solve problems in an engaging and relevant curriculum. Students elect to participate and are accepted through an application and interview process. See a school counselor for details. Additional information is available at 5

6 WILMINGTON EARLY COLLEGE HIGH SCHOOL Located on the North Campus of Cape Fear Community College (CFCC), the Wilmington Early College High School provides rising ninth grade students with an opportunity to complete an integrated curriculum of high school courses while accessing two years of coursework at CFCC. The innovative delivery of the curriculum and focus on 21 st century skills prepares students for the workplace or transfer to a four-year university. Students elect to participate and are accepted through an application and interview process. See a school counselor for details. Additional information is available at MOSLEY PERFORMANCE LEARNING CENTER HIGH SCHOOL The Mary S. Mosley Performance Learning Center (PLC) High School offers a small, non-traditional academic setting for students in grades The school provides mentors and internships for students based on career interests. Instruction is delivered primarily through NovaNET. Students applying for the PLC must meet admission criteria and participate in a panel interview. See a school counselor for details. Additional information is available at COURSE ENROLLMENT PROCESS Through the yearly enrollment process, New Hanover County Schools strives to offer a meaningful high school curriculum that meets the changing needs of our students and community. Therefore, it is highly recommended that each student determines his or her course selections in relation to long-term goals of higher education and/or meaningful employment. Parents/guardians, teachers, advisors, and counselors should work together to assure that appropriate courses are selected to ensure each student s success. To facilitate the selection process for students, New Hanover County Schools uses the Career Advising Program (CAP), which provides students the opportunity to meet with an assigned advisor. Advisors schedule conferences with parents and advisees for the purpose of selecting courses and career planning for the upcoming school year. Course selection for each school year will take place during February and March. The cut-off date for students to change their course selections is the last weekday of June. After that date, a change may be made only when approved by the principal. Each student must carry a full course load. Exceptions will be made only with permission from the principal. Permission from the principal is also required for a student to drop/add a course(s) after school begins. A student cannot drop any semester-long course(s) after the tenth day of the semester if it has an End-of-Course (EOC) test. A student taking a year-long course(s) cannot drop after the twentieth day if it has an End-of-Course (EOC) test. A failing grade may be included on a student s record if the principal approves the request to drop the course. Students enrolled in New Hanover County high schools who fail a course(s) and desire to attend any non-new Hanover County school credit recovery program, may only do so after seeking pre-approval from the principal in order for that remedial course(s) to be considered for credit. If a student takes a course that requires the administration of a state-mandated End-of-Course (EOC) test, the student must score proficient on the state EOC. Only with the principal s permission may students take a course(s) for credit at a non-new Hanover County school. Students wishing to transfer credit from any non-public high school must meet the requirements of New Hanover County Schools in order to receive credit. Students currently enrolled at a New Hanover County School may not take a course for the first time from an educational agency outside the school system. 6

7 TESTING END-OF-COURSE (EOC) TESTS End-of-Course tests are given for the following courses: Algebra I U.S. History Algebra II Biology Physical Science Civics and Economics English I Each EOC counts twenty-five percent of a student s final grade. Note: Students may not be exempted from any state required End-of-Course test. CAREER TECHNICAL EDUCATION END-OF-COURSE ASSESSMENT All students who follow the Standard Course of Study for a Career Technical Education course must take a state End-of-Course post assessment. The post assessment will count twenty-five percent of the student s final grade in the course. PROMOTION REQUIREMENTS Students must have the following credits for grade-to-grade promotion: 9 th to 10 th grade 6 credits* 10 th to 11 th grade 12 credits 11 th to 12 th grade 20 credits *Of these six (6) credits required for promotion to 10 th grade, one (1) credit must be English I and one (1) credit must be Algebra I. Note: Transfer students will have their course credits evaluated at each school. GRADUATION REQUIREMENTS To graduate from New Hanover County Schools, a student must complete the following requirements: Course Credits For graduation each student must complete the appropriate number of courses listed below. English 4 Physical Ed/Health 1 Math 4 a Electives 13 Science 3 b Social Studies 3 c a b c One unit must be Algebra I. One unit must be Earth and Environmental Science; one unit must be Biology; one unit must be a physical science. The physical sciences include Physical Science, Chemistry, or Physics. One unit must be World History; one unit must be Civics & Economics; one unit must be US History. 7

8 2. Required Graduation Course of Study To graduate, students must meet the requirements of the Future Ready Core Course of Study. See the chart on page 12 for details. The Occupational Course of Study is available for certain students with disabilities who have an Individualized Education Plan (IEP). Completion of 300 hours of school-based training, 240 hours of community-based training, and 360 hours of paid employment is required. See the chart on page 13 for details. 3. North Carolina High School Exit Standards Required End-of-Course Tests Students must score at proficiency level III or above on the following End-of-Course tests in order to graduate: English I Civics & Economics Algebra I U.S. History Biology Students who do not demonstrate proficiency (level III or higher) will be given the opportunity for one re-test for each End-of-Course test. Students scoring a Level II on an End-of-Course test are required by state law to re-test. Parents of students scoring a Level I may request a re-test for their child. Students who pass the course but fail to demonstrate proficiency on the End-of-Course test after the re-test will have their course portfolios reviewed by an internal review committee. The portfolio committee may consist of teachers, principals, central office staff, exceptional children specialists, and/or teachers of students who are Limited English Proficient. The committee will make a recommendation on whether the student will retake the class or be given credit for meeting the exit standard for the course. The principal will review the recommendation by the committee and make the final determination regarding the completion of the exit standard for the course. Note: Students in the Occupational Course of Study are exempted from these exit standards as they are required to meet their own set of rigorous exit standards. 4. Required Graduation Project In addition to scoring proficient (level III or above) on the five required End-of-Course tests, students must successfully complete the Graduation Project. The Graduation Project is a semester-long project offered within the student s English IV course. It is designed to engage students in self-directed learning, which promotes the transition from the school to the real world. The project requires students to synthesize prior learning, engage in dialogue with the community, and foster creativity leading to a deeper understanding of individual talents and abilities. Critical thinking, independent and cooperative learning, research skills, and written/oral communication skills are emphasized. The Graduation Project requires successful completion of the following four components: an eight-to-ten page research paper written on a topic of the student s own choosing a physical product involving a minimum of fifteen hours of work outside the classroom a portfolio documenting the student s development of the research paper and physical product an eight-to-ten minute oral presentation before a three-to-five member panel of community and school judges Note: Transfer students may be given credit for passing the exit standard for each of the five End-of-Course tests based on their comparable coursework at other schools at the discretion of the principal. Graduation Project requirements for late transfers (second semester seniors) may be modified. 8

9 GUIDELINES FOR ESTABLISHING RANK A weighted method is used by all high schools in New Hanover County to compute class rank. Rank is established twice. The first rank includes all courses attempted in the 9th, 10th, and 11th grades. Final rank for all graduates includes these courses plus all courses attempted during the senior year. The following scale is used for the computation of class rank: A+ (98-100) 4.0 points per unit A (93-97) 4.0 points per unit B (85-92) 3.0 points per unit C (77-84) 2.0 points per unit D (70-76) 1.0 points per unit F (below 70) 0.0 points per unit The courses listed below are weighted. Upon successful completion of these courses, the appropriate additional points are added. Weighted credit is only granted the first time a student takes an honors or AP course. COURSES POINTS COURSES POINTS Honors English I 1 Honors Physics 1 Honors English II 1 Honors Special Interest Science (Honors Research Methods in 1 Physics) Honors English III 1 Advanced Placement Physics 2 Advanced Placement English III: Advanced Placement Environmental 2 Language and Composition Science 2 Honors English IV 1 Honors Anatomy/Physiology 1 Advanced Placement English IV: Literature and Composition 2 Honors Environmental Science 1 Honors Journalism II Fall (Honors Yearbook) 1 Honors Civics & Economics 1 Honors Journalism II Spring (Honors Yearbook) 1 Honors World History 1 Honors Geometry 1 Advanced Placement European History 2 Honors Algebra II 1 Honors U.S. History 1 Honors Discrete Mathematics 1 Honors United States Government and Politics 1 Pre-calculus 1 Advanced Placement United States Government and Politics 2 Advanced Placement Calculus AB 2 Advanced Placement Psychology 2 Advanced Placement Calculus BC 2 Advanced Placement U.S. History 2 Advanced Placement Statistics 2 Advanced Placement World History 2 Honors Biology 1 Honors French, German, Latin & Spanish (Level III) 1 Honors Biology II (Advanced Honors French, German, Latin & 1 Placement Biology Prep) Spanish (Level IV) 1 Advanced Placement Biology 2 Honors French, German, Latin & Spanish (Level V) 1 Honors Chemistry 1 Advanced Placement Latin VI 2 Honors Chemistry II (Advanced Honors Vocal Music III (Honors 1 Placement Chemistry Prep) Ensemble A)-Fall 1 Advanced Placement Chemistry 2 Honors Vocal Music III (Honors Ensemble A)-Spring 1 Honors Oceanography 1 Honors Vocal Music IV (Honors Ensemble B)-Fall 1 Honors Marine Biology 1 Honors Vocal Music IV (Honors Ensemble B)-Spring 1 Honors Dance III (Honors Dance A) Honors Band III (Honors Band A) 1 Fall Fall 1 9

10 COURSES POINTS COURSES POINTS Honors Dance III (Honors Dance A)- Honors Band III (Honors Band A)- 1 Spring Spring 1 Honors Dance IV (Honors Dance B)- Honors Band IV (Honors Band B)- 1 Fall Fall 1 Honors Dance IV (Honors Dance B)- Honors Band IV (Honors Band B)- 1 Spring Spring 1 Honors Visual Arts III (Honors Studio Honors Orchestra III (Honors 1 A)-Fall Orchestra A)-Fall 1 Honors Visual Arts III (Honors Studio Honors Orchestra III (Honors 1 A)-Spring Orchestra A)-Spring 1 Honors Visual Arts IV (Honors Studio Honors Orchestra IV (Honors 1 B)-Fall Orchestra B)-Fall 1 Honors Visual Arts IV (Honors Studio Honors Orchestra IV (Honors 1 B)-Spring Orchestra B)-Spring 1 Advance Placement Studio Art 2 Honors Army JROTC IV 1 Honors Theatre Arts III (Honors Theatre Arts A)-Fall 1 Honors Navy JROTC IV 1 Honors Theatre Arts III (Honors Theatre Arts A)-Spring 1 Honors Air Force JROTC IV 1 Honors Theatre Arts IV (Honors Theatre Arts B)-Fall 1 Honors e-commerce 1 Honors Theatre Arts IV (Honors Theatre Arts B)-Spring 1 Honors Early Childhood Education II 1 Honors Drafting - Engineering II 1 Honors Computer Engineering Technology II 1 Honors Drafting - Engineering III 1 Honors Network Engineering Technology II Cisco 1 Honors Drafting Architectural II 1 Honors Network Engineering Technology III Cisco 1 Honors Drafting Architectural III 1 Honors Scientific & Technical Visualization II 1 Courses approved under the Comprehensive Articulation Agreement for Transfer Courses and taken at any accredited college or university will receive weighted points according to the following: 100 and 200 level courses will receive one weighted point per three-hour course. 300 or higher level courses will receive two weighted points per three-hour course. Note: If a course previously taken and passed is repeated for enrichment, both grades are used in the computation of grade point average and rank. Unit credit is granted both times. However, only one unit credit for that course can be counted in meeting graduation credit requirements. 10

11 NORTH CAROLINA ACADEMIC SCHOLARS PROGRAM - GRADES 9-11 Students who complete the State Board of Education requirements for a well-balanced, challenging high school program will be named North Carolina Academic Scholars, receive special recognition and a seal on their diploma. In order for students entering high school under the Future-Ready Core curriculum (beginning with the freshmen class of ) to become a North Carolina Academic Scholar, a student must achieve a minimum, unweighted cumulative grade point average of 3.5 through the first semester of his/her senior year and complete the course of study found below. In addition to the course of study, students must complete two credits of higherlevel courses (honors or AP) taken during the junior and/or senior years and completion of the North Carolina Graduation Project. CREDITS Courses 4 English I, II, III, IV and the North Carolina Graduation Project (completed in English IV) Mathematics (Algebra I, Geometry, Algebra II, and a higher level math course with Algebra II as 4 prerequisite OR Integrated Mathematics I, II, III, and a higher level mathematics course with Integrated Mathematics III as prerequisite) 3 Science (an Earth/Environmental Science course, Biology, and a Physics or Chemistry course) 3 Social Studies (World History, Civics & Economics, and US History) 2 Languages other than English (two credits of the same language) 1 Healthful Living Electives - Two (2) elective credits in a second language is required for admission into the UNC System. Four (4) elective credits constituting a concentration is recommended but not required from one of the 6 following areas: Career and Technical Education (CTE), JROTC, Arts Education, Second Languages, any other subject area. 2 Two Higher-Level Courses (Honors or AP) 11

12 NC FUTURE-READY CORE COURSE OF STUDY CONTENT AREA English Mathematics FUTURE-READY CORE 4 Credits I, II, III, IV 4 Credits (Algebra I, Geometry, Algebra II) OR (Integrated Math I, II, III) 4th Math course should be aligned with the student s post high school plans. At the request of a parent and with counseling provided by the school, a student may be able to opt out of this math sequence. He/she would be required to pass Algebra I and Geometry or Integrated Math I and II and two other application-based math courses. Science Social Studies Second Language Health and Physical Education Electives 3 Credits Earth/Environmental Science, Biology, a physical science course 3 Credits World History, Civics & Economics, US History Not required for graduation. Required to meet minimum application requirements for UNC system schools. 1 Credit Health/Physical Education 6 Credits required 2 Elective credits of any combination from either: - Career and Technical Education (CTE) - Arts Education - (Dance, Music, Theatre Arts, Visual Arts) - Second Languages 4 Elective credits strongly recommended (four course concentration) from one of the following: - Career and Technical Education (CTE) - JROTC - Arts Education (Dance, Music, Theatre Arts, Visual Arts) - Any other subject area Additional New Hanover County Schools Requirements Total 7 credits (Students select additional courses from the curriculum bulletin) 28 Credits 12

13 NC OCCUPATIONALCOURSE OF STUDY CONTENT AREA English Mathematics Science Social Studies Second Language Computer Skills Health and Physical Education Electives or other requirements* Career Technical JROTC Arts Education (Dance, Music, Theatre Arts, Visual Arts) Additional New Hanover County Schools Requirements Total NC OCCUPATIONAL COURSE OF STUDY REQUIREMENTS Selected IEP students excluded from EOC Proficiency Level requirements 4 Credits Occupational English I, II, III, IV 3 Credits Occupational Introduction to Mathematics I, Occupational Algebra I, Occupational Financial Management 2 Credits Occupational Applied Science, Occupational Biology 2 Credits Social Studies I (Government/ US History) Social Studies II (Self-Advocacy/ Problem Solving) Not required Computer proficiency as specified in IEP 1 Credit Health/Physical Education 6 Credits: Occupational Preparation: Occupational Preparation I, II, III, IV** Elective credits/completion of IEP objectives/career Portfolio required 4 Credits Career/ Technical Education electives Recommended: At least one credit in an arts discipline. 6 credits (Students select additional courses from the curriculum bulletin) 28 Credits * Examples of electives include JROTC and other courses that are of interest to the student. **Completion of 300 hours of school-based training, 240 hours of community-based training, and 360 hours of paid employment. 13

14 COLLEGE ADMISSIONS REQUIREMENTS Students planning to attend college after graduation from high school should consult school counselors, current college catalogs (many are available online), and college admission officials concerning requirements for admission. Students completing the Future Ready Core Course of Study, along with two courses in the same foreign language, will meet the minimum entrance requirements of the following University of North Carolina System Schools: Appalachian State University - East Carolina University - Elizabeth City State University - Fayetteville State University - North Carolina Agricultural and Technical State University - North Carolina Central University - North Carolina School of the Arts - North Carolina State University - University of North Carolina Asheville - University of North Carolina Chapel Hill - University of North Carolina Charlotte - University of North Carolina Greensboro - University of North Carolina Pembroke - University of North Carolina Wilmington - Western Carolina University - Winston-Salem State University - The requirements for admission to UNC System schools do not apply to the community colleges in North Carolina. Community colleges have their own admission requirements. Many have agreements with universities to allow students to transfer from a two-year to a four-year program. 14

15 ARTS EDUCATION New Hanover County Schools strives to provide quality arts education for all students and to instill in students the desire to be life-long participants in the arts. Each arts education course is a sequenced and comprehensive learning experience which allows for study, practice, and reflection. As a result of a comprehensive arts education program, students should be able to communicate on a basic level using the knowledge, skills, vocabulary, materials, tools, techniques, and intellectual methods of the arts discipline. communicate proficiently in an art form including the ability to define and solve artistic problems with insight, reason, and technical proficiency. develop and present basic analyses of works of art from structural, historical, and cultural perspectives. exhibit an informed acquaintance with exemplary works of art from a variety of cultures and historical periods. relate various types of arts knowledge and skills within and across the arts disciplines. New Hanover County Schools students and their parents/guardians should design a course of study that is rigorous, rewarding, and relevant. All students are encouraged to access advanced level courses. VISUAL ARTS 54152A VISUAL ARTS I Grades 9, 10, 11, 12 This introductory visual arts course is designed to enable the student to develop skills in drawing, painting, printmaking, and sculpture. The course is a prerequisite and serves as a foundation for art study throughout high school. This course examines art processes, procedures, theories, and historical developments. Students produce two-dimensional and three-dimensional artworks. This course emphasizes the study of art elements and principles of design, color theory, vocabulary, and safety in the art room. Basic supplies are provided A VISUAL ARTS II Grades 10, 11, 12 Prerequisite Visual Arts I Visual Arts II builds on the technical skills and foundation of knowledge developed in Visual Arts I. The study of the elements of art and principles of design, color theory, vocabulary, and art continues in a less teacher-directed situation. Various art processes, procedures, and theories are presented in a problem-solving manner, which allows for independent choices and personal solutions to problems. Student research of art and artists is a major source for gaining knowledge and understanding of past and present art forms. This course may be repeated for credit A VISUAL ARTS III Grades 10, 11, 12 Prerequisites Visual Arts II and/or demonstrated ability This course provides a more in-depth approach to the study of art processes and techniques, aesthetic issues, art criticism, and art history. Students establish goals, develop individual styles, become familiar with careers, and develop professional work habits. Knowledge of the arts in relation to culture, history, other subject areas, and careers are promoted through visual, verbal, and written methods. Basic supplies are provided. Students desiring to do advanced work beyond what is normally expected in class will provide their own material. This course may be repeated for credit. 15

16 54175A HONORS VISUAL ARTS III (Honors Studio Art A) - FALL 54175B HONORS VISUAL ARTS III (Honors Studio Art A) - SPRING Grades 11, 12 Prerequisites Visual Arts I, II, and/or demonstrated ability Note: Honors Visual Arts III (Honors Studio Art A-Fall) or Honors Visual Arts III (Honors Studio Art A-Spring) may be taken for one unit of credit or both courses may be taken for two units of credit. Honors Visual Arts III (Honors Studio Art A) is an advanced level course which addresses the competency goals and objectives of the North Carolina Standard Course of Study, as well as their extensions in the Arts Education Honors Course Standards. This course is an individualized and activity-based curriculum requiring learning experiences that are often exploratory, experiential, and/or open-ended. Work is often generated through, and resulting from, a studio and/or seminar approach. Students are required to take significant responsibility for their study and production of art. Focus areas for this course include research, analysis, reflection, application, and production of art. Basic materials are provided. Students desiring to do work beyond what is normally expected in class will provide their own materials A VISUAL ARTS IV Grades 11, 12 Prerequisites Visual Arts I, II, III, and/or demonstrated ability Students in Visual Arts IV develop, clarify, and apply their philosophy of art through in-depth and independent explorations with media, techniques, processes, and aesthetics. Students develop and refine their personal art forms as well as develop their understanding of the art work of others through critiques and the study of art history. Basic supplies are provided. Students desiring to do advanced work beyond what is normally expected in class will provide their own materials. This course may be repeated for credit A HONORS VISUAL ARTS IV (Honors Studio Art B) - FALL 54185B HONORS VISUAL ARTS IV (Honors Studio Art B) - SPRING Grade 12 Prerequisites Honors Visual Arts III (Honors Studio A) and/or demonstrated ability Note: Honors Visual Arts IV (Honors Studio B Fall) or Honors Visual Arts IV (Honors Studio B Spring) may be taken for one unit of credit or both courses may be taken for two units of credit. Students in this advanced level course follow the goals and objectives of the North Carolina Standard Course of Study as well as their extensions in the Arts Education Honors Course Standards. This most advanced level course requires additional in-depth knowledge of art processes, history, and media, including the use of technology to study, learn, and, when applicable, to produce art. Higher expectations for the quality of work generated as well as the thought and creative processes demonstrated are required. Students strive to exhibit fluency of ideas and products and understand the basic rationale and psychology behind the creative process. As a result, students become initiators of learning and demonstrate mastery of skills and processes with a completed portfolio. Basic supplies are provided. Students desiring to do work beyond what is normally expected in class will provide their own materials A CERAMICS Grades 10, 11, 12 Prerequisite Visual Arts I Ceramics is an introduction to the art of working with clay. This course includes hand-building techniques (coil, slab, and pinch methods), surface treatments, glazing, and introduction to the potter's wheel. Students research the cultural and historical perspectives of this medium. Art history, criticism, and aesthetics are experienced through visual, verbal, and written means. Basic supplies are provided. This course may be repeated for credit. 16

17 54252A FINE CRAFTS (Sculpture) Grades 10, 11, 12 Prerequisite Visual Arts I This course explores three-dimensional design using construction techniques with traditional and non-traditional materials. Additive and subtractive methods (carving, modeling, and casting) are employed with a variety of media. Art history, criticism, and aesthetics are experienced through visual, verbal, and written means. Basic supplies are provided. This course may be repeated for credit A PHOTOGRAPHY Grades 10, 11, 12 This introductory course provides instruction using standard photography practices with basic black and white techniques and/or digital photography. Students learn to apply creative problem-solving methods as they are introduced to photographing, processing, and printing images. Students study the history of photography as well as the oral and written analysis of the work of various photographers. Students must have access to a 35-mm camera as well as film and photographic paper. This course may be repeated for credit A ADVANCED PLACEMENT STUDIO ART: 2-D DESIGN (AHS, NHHS) Grade 12 Prerequisites Honors Visual Art III (Honors Studio A) and Honors Visual Art IV (Honors Studio B) Note: Honors Visual Art IV (Honors Studio B) must be taken the fall semester prior to taking Advanced Placement Studio Art in the spring. Advanced Placement Studio Art: 2-D Design is a rigorous, experiential course which results in the creation of a portfolio containing five actual works and twenty-four slides using a variety of art forms. The works in the portfolio must exhibit proficiency in three categories: quality, breadth, and concentration. Students are required to work outside the classroom and beyond scheduled periods. In addition, students may be asked to provide their own materials depending on their choice of media. At the end of the course the student s portfolio will be evaluated by the College Board. In this manner, students may possibly earn course exemption and/or credit at the college/university of their choice. DANCE 51152B DANCE I (EAL) Grades 9, 10, 11, 12 Dance I explores movement as a creative art form. Students develop kinesthetic awareness, proper body alignment, physical strength, flexibility, and endurance. Improvisation, expressive movement, and basic modern dance techniques are explored. Students experience the role of both choreographer and dancer and have opportunities to present their work. The study of dance in various cultures and historical periods and the study of dance as a career are explored. Attendance at after school rehearsals and performances is required. This course may be repeated for credit B DANCE II (EAL) Grades 10, 11, 12 Prerequisite Dance I This course is an exploration of the elements of dance and the acquisition of intermediate movement skills and refined motor control. It is designed to give further study of ballet, modern and creative dance, jazz, and stage techniques. Students extend their understanding of dance through improvisations, the study of the history of dance, and opportunities to choreograph and perform. Proper dance attire is required. Attendance at after-school rehearsals and performances is also required. This course may be repeated for credit. 17

18 51172A DANCE III (EAL) Grades 10, 11, 12 Prerequisites Dance I, Dance II, and/or demonstrated ability Dance III emphasizes dance as a creative and expressive art form. Students demonstrate a commitment to personal fitness and to attaining an intermediate level of technical skill. Students are encouraged to communicate personal feelings, thoughts, ideas, and concepts through the skillful use of dance. Students continue the study of the dance of other cultures and time periods as they analyze and evaluate their own choreography as well as the work of others. Proper dance attire is required. Attendance at after-school rehearsals and performances is also required. This course may be repeated for credit A HONORS DANCE III (Honors Dance A) - FALL (EAL) 51175B HONORS DANCE III (Honors Dance A) - SPRING (EAL) Grades 11, 12 Prerequisites Dance I, II, and/or demonstrated ability Note: Honors Dance III (Honors Dance A-Fall) or Honors Dance III (Honors Dance A-Spring) may be taken for one unit of credit or both courses may be taken for two units of credit. Honors Dance III (Honors Dance A) addresses the competency goals and objectives of the North Carolina Standard Course of Study and provides additional extensions of these goals and objectives as a foundation for advanced technique building, creation of dance choreography, and the study of dance history. Students demonstrate a commitment to personal fitness and technical skill. This course focuses on more advanced, individualized work in authentic learning situations, as well as in-depth research, analysis, reflection, and performance. Students maintain a portfolio that contains written and/or visual examples of their work. Proper dance attire is required. Attendance at after-school rehearsals and performances is also required A DANCE IV (EAL) Grades 11, 12 Prerequisites Dance I, II, III, and/or demonstrated ability Dance IV provides students with the opportunity to develop an advanced level of dance technique and refine their skills as both choreographer and performer. Using expanded aesthetic criteria, students analyze, synthesize, and evaluate their own choreography as well as works of others. Studies include the purposes of dance, dance genres and styles, artistic conflicts and resolutions, innovations, social issues, and technological applications. Proper dance attire is required. Attendance at after-school rehearsals and performances is also required. This course may be repeated for credit A HONORS DANCE IV (Honors Dance B) - FALL (EAL) 51185B HONORS DANCE IV (Honors Dance B) - SPRING (EAL) Grade 12 Prerequisites Honors Dance III (Honors Dance A) and/or demonstrated ability Note: Honors Dance IV (Honors Dance B-Fall) or Honors Dance IV (Honors Dance B-Spring) may be taken for one unit of credit, or both courses may be taken for two units of credit. Honors Dance IV (Honors Dance B) is an advanced continuation of Dance III (Honors Dance A). The goals and objectives of the North Carolina Standard Course of Study and the Arts Education Honors Course Standards provide the basis for advanced technique building and refining of skills in both choreography and performance. Students use expanded aesthetic criteria to analyze, synthesize, and evaluate their own choreography and performance, as well as that of others. Students learn to assess personal health and fitness, develop and achieve personal dance goals, and integrate knowledge and skills with a variety of other content areas. Students maintain a portfolio containing written and/or visual examples of their work. Proper dance attire is required. Attendance at after-school rehearsals and performances is also required. 18

19 MUSIC 52152A MUSIC THEORY Grades 10, 11, 12 Prerequisites Band I, Orchestra I, or Vocal Music I This course is designed for students who wish to increase their understanding of the elements of music. Ear training, keyboard harmony, composition, arranging, and evaluating music are emphasized. Through analysis and the study of history, appropriate music vocabulary, and symbols, this course provides students with an appreciation and understanding of music in relation to styles, periods, composers, and cultures. BAND 52552A BAND I - FALL 52552B BAND I - SPRING Grades 9, 10, 11, 12 Note: Grade 9 students must enroll in both the fall and spring semesters. Grades 10, 11, and 12 have the option to take Band I Fall or Spring for one unit of credit or both courses for two units of credit. This course provides students with basic instrumental techniques, performance skills, and music theory. Band literature representing diverse genres, styles, and cultures is an integral part of this course. Students develop skills in listening to, analyzing, evaluating, and reading music. They develop an understanding of band literature in relationship to history, culture, and other content areas. The fall semester includes activities in Marching Band such as football games, competitions, and parades, as well as Concert Band activities. The spring semester includes activities in Concert Band such as All-District Band, All- County Band, State Contest and other concerts, Solo/Small Ensembles, and Marching Band activities such as parades and show preparation. Attendance at after-school rehearsals and performances is required. Each course may be repeated for credit A BAND II - FALL 52562B BAND II - SPRING Grades 10, 11, 12 Prerequisites Band I and/or demonstrated ability Note: Band II-Fall or Band II-Spring may be taken for one unit of credit or both courses may be taken for two units of credit. This course provides students with opportunities to develop and demonstrate appropriate instrumental practices. Students further develop skills in listening to, analyzing, evaluating, and reading music and playing with increased technical accuracy and expression. Band literature, which includes moderate technical demands, expanded ranges, varied interpretive requirements representing diverse genres, styles, and cultures, is an integral part of this course. The fall semester includes activities in Marching Band such as football games, competitions, and parades, as well as Concert Band activities. The spring semester includes activities in Concert Band such as All-District Band, All- County Band, State Contest and other concerts, Solo/Small Ensembles, and Marching Band activities such as parades and show preparation. Attendance at after-school rehearsals and performances is required. Each course may be repeated for credit. 19

20 52572A BAND III - FALL 52572B BAND III - SPRING Grades 10, 11, 12 Prerequisites Band I, II, and/or demonstrated ability Note: Band III-Fall or Band III-Spring may be taken for one unit of credit or both courses may be taken for two units of credit. Band III is designed to encourage students to develop and demonstrate advanced instrumental practices with increased technical accuracy and expression. Students play moderately difficult instrumental literature which requires well-developed technical skills, attention to phrasing and interpretation, and ability to perform various meters and rhythms in a variety of keys. Instrumental literature of various genres, styles, and cultures is utilized. The fall semester includes activities in Marching Band such as football games, competitions, and parades, as well as Concert Band activities. The spring semester includes activities in Concert Band such as All-District Band, All- County Band, State Contest and other concerts, Solo/Small Ensembles, and Marching Band activities such as parades and show preparation. Attendance at after-school rehearsals and performances is required A HONORS BAND III (Honors Band A) - FALL 52575B HONORS BAND III (Honors Band A) - SPRING Grades 11, 12 Prerequisites Band I, II, and/or demonstrated ability Note: Honors Band III (Honors Band A-Fall) or Honors Band III (Honors Band A-Spring) may be taken for one unit of credit or both courses may be taken for two units of credit. Honors Band III (Honors Band A) addresses the competency goals and objectives of the North Carolina Standard Course of Study for Instrumental Music III. It also provides additional extensions of these goals and objectives as a foundation for advanced proficiencies in performance, conducting, listening, appreciation, history, analyzing, composing, the use of current technology, and research culminating in written reports. This course provides more advanced, individualized work in authentic learning situations. Additionally, students must create and/or maintain a portfolio which contains a combination of written, audio, or visual examples of their work. The fall semester includes activities in Marching Band such as football games, competitions, and parades, as well as Concert Band activities. The spring semester includes activities in Concert Band such as All-District Band, All- County Band, State Contest and other concerts, Solo/Small Ensembles, and Marching Band activities such as parades and show preparation. Attendance at after-school rehearsals and performances is required A BAND IV - FALL 52582B BAND IV - SPRING Grades 11, 12 Prerequisites Band I, II, III, and/or demonstrated ability Note: Band IV-Fall or Band IV-Spring may be taken for one unit of credit or both courses may be taken for two units of credit. Students in Band IV demonstrate advanced instrumental practices while playing with increased technical accuracy and expression. Difficult instrumental literature, as well as literature of diverse genres and cultures, is stressed. Students explore unusual meters, complex rhythms, and subtle dynamic requirements as they improvise, compose, and arrange instrumental music. The fall semester includes activities in Marching Band such as football games, competitions, and parades, as well as Concert Band activities. The spring semester includes activities in Concert Band such as All-District Band, All- County Band, State Contest and other concerts, Solo/Small Ensembles, and Marching Band activities such as parades and show preparation. Attendance at after-school rehearsals and performances is required. Each course may be repeated for credit. 20