EDISTO HIGH SCHOOL MISSION STATEMENT
The mission of Edisto High School, as a guardian of academic excellence and community values, is to
facilitate optimal learning by developing confident, responsible decision makers who are able to
communicate effectively, use technology capably, solve problems creatively, appreciate cultural
differences, and become productive citizens who are prepared for the challenges of this century.
BELIEFS
We believe…………..
All individuals are unique and can learn
Learning is life-long
Parents/guardians, are their children’s 1st teachers.
Parents/guardians, teachers, students, and the community are responsible for
working together to ensure student’s success
All deserves to be treated with dignity
Understanding and respecting cultural differences contribute to a better society
Everyone has the right to a safe and positive learning environment
Education is necessary for success
Educated citizens are needed for a productive society
Students must be active participants in their learning
VISION:
We are a Learning Organization where teachers plan effectively and present engaging, rigorous
instruction based on well-understood standards to students who are willing to take responsibility for
their learning because they recognize a connection between success in school and success in life.
PROGRAM OF STUDIES
PROGRAM OF STUDIES
INTRODUCTION
The Edisto High School Counseling Department provides many services outside the
structured counseling program that will assist you and your family. Services may be
initiated by students, parents, and/or school personnel as needed.
As a student at Edisto High School, you have many educational opportunities available to you. Give
serious thought and study to your interests, activities, and career choices in order to develop your
individual program of studies. You are encouraged to discuss course selections with your parents,
administrators, teachers, and counselors to make appropriate choices. The Edisto High School staff
encourages you to take advantage of available learning opportunities.
Our goal is to have students focus upon career choices and to provide information about courses, which
will assist in the preparation of the student for his/her entry into the workforce. Whether the goals
address direct entry into the workforce, entry into the armed services, a two-year degree or four-year
degree, our curriculum is designed to meet student needs.
Guidance Department
The Guidance Department is available to every student at Edisto High School. Students and parents may
schedule appointments with the Guidance Secretary. These conferences can be helpful if the student is
experiencing academic or personal problems. All students should consult the guidance department to set
career goals and to be sure that all courses and opportunities have been looked at to ensure that each
student's future is well planned.
Any student who is enrolled at or has graduated from Edisto High School is welcome to use our guidance
services.
New Student Enrollment
The Guidance Department will be open during school hours. Parents of new students may come or call to
schedule an appointment to register their child. Once your appointment has been made, please be
prepared to stay for at least an hour. To expedite the enrollment process, please have all documentation
and paperwork completed prior to coming in. These documents include a birth certificate, official
transcript or last report card, immunization records, proof of guardianship, student’s social security card,
discipline record, and proof of residency (rent/house payment receipt, electric bill, or cable bill). If your
child is receiving special services as part of his/her IEP or 504 plan, bring the most current copy of their
documentation.
Moving Out of District
If a student is moving and will be attending another school, parents are strongly encouraged to come in
to withdraw their child and request the new school fax an official records request form to the guidance
department at 803-531-5615. Records will be forwarded to the student’s new school upon receipt of the
official records request form. Due to state reporting guidelines, no phone call or email requests will be
accepted.
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SCHEDULING POLICIES
Students are given the opportunity to select their courses in the spring of each year for the following
year. They are given a copy of their choices for next year prior to the end of the current school year and
are allowed the opportunity to request changes at that time. Changes to the schedule must be done
during the summer during the assigned registration period.
Additionally, changes for second semester schedules may be requested via a counselor at any point
during first semester up until the deadline established by administration if space or allocations permit the
semester change.
Schedule changes will only be given for the following reasons:
1. Credit has already been received for the course.
2. The student must have a different credit in order to graduate and will not have the
opportunity to take it during a different term.
3. The student does not have the prerequisite for the course.
4. The student has too many academics or electives and needs a more balanced
schedule.
Students may NOT request schedule changes to have a different teacher or lunch period. On the first day
of class, teachers will review the student's schedule to ensure course prerequisites have been met. If a
change is not requested by the teacher and the student meets one or more of the above criteria, he/she
should pick up a Schedule Change/Request form and return it to Guidance. These requests
MUST be made in writing on the correct form. It is the student’s responsibility to obtain proper
permission/signatures. Schedule changes will be made in the order of priority, beginning with academic
changes for students planning to graduate this year. The administration reserves the right to change
schedules without notification in efforts to balance class sizes.
Course Load
A student may take a combination of full year and semester courses to earn as many as eight (8) units of
credit in one year. Up to two (2) additional units of credit per year may be earned in an approved
summer school. Not more than six (6) units of credits earned in summer school may be counted toward
high school graduation.
Students may take two English classes per year if:
(1) they are repeating one of the English courses; and
(2) if there is space available.
Students taking the course for the first time will always have priority. Students may not take concurrent
English courses in a single semester.
Any student who does not pass one or more section on the HSAP will be enrolled into appropriate
courses for remediation per state law. Students who do not participate in the registration process will be
assigned classes based on graduation requirements.
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Withdrawing from a Course
The first day of enrollment in the course as the baseline, students who withdraw from a course within
three days (3) in a forty five day course (45), five days (5) in a ninety day (90) course or ten days (10) in
a one hundred eighty day (180) course will do so without penalty.
Students who withdraw from a course after the specified time of three days in a 45 day course, five days
in a 90 day course, or ten days in a 180 day course shall be assigned a WF, and the F (as a 61) will be
calculated in the student’s overall grade point average.
The three-, five-, and ten-day limitations for withdrawing from a course without penalty do not apply to
course or course-level changes approved by the administration of a school. Withdrawal limitations for
distance learning courses will be established by local district.
Students who drop out of school or are expelled after the allowed period for withdrawal but before the
end of the grading period will be assigned grades in accordance with the following polices:
The student will receive a WP if he or she was passing the course. The grade of WP will carry no
Carnegie units and no quality points to be factored into the student’s GPA.
The student will receive a WF if he or she was failing the course. The grade of WF will carry no
Carnegie units but will be factored into the student’s GPA as a 61.
If a student fails a course due to excessive absences, an FA will be recorded on his or her transcript. The
grade of FA will carry no Carnegie units but will be factored into the student’s GPA as a 61.
Reasons for course changes may include the following:
Incomplete: A student receiving an “Incomplete” in a course must complete the required work
and receive a grade within ten (10) school days after the end of the grading period or the
”Incomplete” automatically becomes a failure. Only the principal may exempt a student from this
policy.
Waiver: If a parent wishes to override a recommendation made by the school pertaining to the
student’s schedule, the parent must sign a waiver form requesting the change. This form may be
obtained in the Guidance Office. Parents are encouraged to support the teacher’s
recommendation.
RETAKING A COURSE
According to the SC Uniform Grading Policy, students are allowed to retake the same course at the same
difficulty level under the following conditions:
Only courses in which a grade of a D or F is earned may be retaken.
The course in which a D or F is earned may only be retaken during the current academic year or
no later than the next academic school year. In addition, the student must retake the course
before enrolling in the next sequential course (unless the student is granted approval by school
administration to do so).
The student’s record will reflect all courses taken and the grade earned. Students who repeat a
course in which a D was earned will only receive credit for the repeated course grade.
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A student taking courses for a Carnegie unit prior to their 9th grade year my retake any such
course during the 9th grade year regardless of the grade earned. In this case, only the 9th grade
retake grade is used in figuring the student’s Grade Point Ratio (GPR) and only the 9th grade
attempt is shown on the transcript. This rule applies whether the grade earned is higher or lower
than the pre-ninth grade attempt.
Eighth grade students will bring all earned Carnegie units to high school unless the exact course is
retaken the 9th grade year. Only then will the first attempt be removed from the transcript. Honors credit
may be earned only for courses that have published syllabi with established higher standards. Honors
credit may be awarded at both middle and high school.
CREDIT RECOVERY
Credit Recovery offers students an opportunity to recover credits for failed courses. Students wishing to
participate in Credit Recovery must see their Guidance Counselor for more information. Students may be
charged a fee for courses beyond the regular school day, extended year, and during summer school.
Edisto High School currently utilizes Apex Learning for Credit Recovery courses.
SUMMER SCHOOL
Summer school is offered as an option for students and is considered to be a vital support tool to assist
students in meeting state graduation requirements. Participation guidelines released each spring are
designed to enable students to recover credit for a maximum of two courses and are available from
guidance. Courses not offered by the district can be completed through South Carolina Virtual School with
prior guidance counselor approval.
SOUTH CAROLINA VIRTUAL SCHOOL PROGRAM
The South Carolina Virtual School Program (SCVSP) in an effective online learning opportunity for
secondary school students. Online courses provide an effective alternative for motivated students to meet
graduation requirements, to resolve scheduling conflicts, and as a homebound option. They also provide
a flexible option for students who require an alternative setting. Students must be enrolled full time at
Edisto High School to participate in this program. As a student enrolled in SCVSP through Edisto High
School, students must have a strong commitment to perform in order to achieve academic success.
Online learning is not easier than the traditional education process. In fact, many students say that it
requires more time and commitment than traditional coursework. Students interested in SCVSP must
meet proper prerequisites and complete registration. Please see your Guidance Counselor for further
information.
Note: If a student fails a virtual class he or she must get permission from the principal
before taking another class.
DUAL CREDIT
Dual Credit courses are designed to offer college course experiences for students planning to attend a 4year university or 2- year technical college. Districts must have Dual Credit articulation agreements with
public universities and technical colleges in South Carolina. Dual Credit means that students can earn
high school and college credit at the same time during their high school program. Some Dual Credit
courses are “college transfer” courses to a 4-year university, while others are transferable within technical
college programs only. Private universities (both in and out-of-state) and public out-of-state universities
may not accept these courses for any credit. Students at least 16 years or older are eligible to begin
courses if they demonstrate college readiness on the entrance test (ex. ASSET, SAT or ACT.) Courses
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should be selected on the basis of interest within a particular “major” or focus of study. These courses
carry a 1.0 quality point weighting over college preparatory courses.
What Makes Dual Credit unique?
Many universities accept college courses from other colleges as long as the grade is a “C” or better in the
course.
Some courses are offered on campus while others are offered at Orangeburg Calhoun Technical College.
Who Should Take Dual Credit Courses?
Motivated students seeking college transfer courses to a 2 or 4-year in-state public university.
Motivated students seeking an Associate Degree at a Technical College.
Students who have come out of the advanced program during grades 9 and 10 but who need
additional challenge in the junior and senior year.
Students interested in a post-secondary major within a field of study offered in the Dual Credit
courses.
Fees and Material Costs:
Dual Credit courses could have an associated college fee. This fee is substantially less than students
would have to pay for a college course after high school. Students, who want to enroll in the Dual Credit
options, must agree to pay the fee, complete an application with the articulating institution, and purchase
any required textbook or designated materials outlined by the credit awarding institution. Fees are due at
the beginning of the semester the student is enrolled in the course. Parents and students will be notified
about the course fee at the beginning of the course. See your school counselor if you have any questions
or concerns about the fees.
HOMEBOUND INSTRUCTION
Medical homebound instruction is provided to students according to SDE Regulation 43-241. R 43-241
defines “―homebound or hospitalized instruction” as teaching that:
is offered to the student who has an acute or chronic medical condition that prevents him or her
from attending classes in school,
is certified by a physician that the student is unable to attend school but may profit from
instruction given in the home or hospital,
is approved by the district superintendent or his or her designee on standardized forms
provided by the State Department of Education. (All approved forms must be maintained by the
district for documentation.),
is conducted by an individual who holds a South Carolina teacher’s certificate, and
takes place ―”in a room especially set aside for the period of instruction”.
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PROMOTION OF STUDENTS
The minimum requirements for grade classification are as follows:
9th Grade
Completion of 8
grade
requirements.
th
10th Grade
English 1
11th Grade
English 1, English 2
12th Grade
English 1, English 2,
English 3
Algebra1 or
Math Tech 1
Algebra 1 &
Geometry or
Algebra 2
Math Tech 1 & 2
Algebra 1 & 2, or Math
Tech 1, 2, 3 or Geometry
World Geography
World Geography,
Early American Studies
US History
Biology,
Environmental
Science
Elective
Elective
Elective
Environmental Science,
Biology, Chemistry
Environmental
Science or
Physical Science
Elective
Elective
Elective
Elective
Elective
Elective
All courses are in compliance with the Title VI which prohibits discrimination on the basis of race, color,
and national origin; Title IX which prohibits discrimination on the basis of sex; and Section 504 of the
Rehabilitation Act which prohibits discrimination on the basis of a handicap.
The South Carolina School-to-Work Transition Act of 1994 established a clear system preparing all
students with relevant academic skills, marketable occupational skills, and appropriate workplace
behavior needed for the transition from school to work.
One requirement for that Act is to provide students with a rigorous relevant academic curriculum that will
prepare them for post-secondary education and a career. These guidelines provide recommended
curricula in which students are encouraged to earn at least 24 credits. Students and parents should
collaborate with teachers and guidance counselors in choosing the curriculum that will best meet
student's career goals and graduation requirements.
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REQUIREMENTS FOR HIGH SCHOOL DIPLOMA
In June 1997, the South Carolina General Assembly increased the number of units required for a student
to earn a South Carolina High School Diploma from twenty to twenty-four. Following are descriptions of
the different types of high school diploma program documents that can be awarded and the requirements
that a student must meet in order to qualify for and receive each particular type of document.
SOUTH CAROLINA HIGH SCHOOL DIPLOMA
For a public school student to receive a South Carolina High School Diploma, the student must meet the
following requirements:
complete a minimum of twenty-four units of credit as prescribed; and,
meet the standard on all subtests of the HSAP, in addition to passing all required courses.
The prescribed unit requirements for a South Carolina High School Diploma are as follows:
English/language arts
4 units
Mathematics
4 units
Science
3 units
U.S. History& Constitution
1 unit
Economics
.5 unit
U.S. Government
.5 unit
Other social studies
1 unit
Physical Education or JROTC
1 unit
Computer science (including keyboarding) **
1 unit
Foreign language or Career and Technology Education
1 unit
Electives
7 units
TOTAL
24 UNITS
***
For a student in a College Prep program to meet state high school diploma requirements, one unit
must be earned in foreign language (most four-year colleges/universities require at least two
years of the same foreign language). For a student in Tech Prep Program, one unit must be
earned in Career and Technology Education course work.
Note: For an adult education student, the one unit of physical education and one unit of foreign
language or Career and Technology Education is not required; and eight elective units are
acceptable.
High school credit earned for courses completed in approved adult education programs may be used to
meet high school graduation requirements if the following requirements are met:
the student has spent a minimum of one hundred twenty hours in class time in that course, and
the teacher is properly certified to teach the course.
For a student to receive a South Carolina High School Certificate, the student must meet the
following criteria:
have completed a minimum of twenty-four units of credit as prescribed (previously in South
Carolina High School Diploma) and
have failed to meet the standard on any subtest of the HSAP.
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SOUTH CAROLINA ACADEMIC ACHIEVEMENT HONORS AWARD
For a student to receive a South Carolina Academic Achievement Honors Award, the student
must meet the following criteria:
complete twenty-four units of credit as prescribed;
meet the standard on all subtests of the Exit Examination;
receive a minimum grade of “B” for each semester course in grades 9–12 through the seventh
semester; and
achieve either a score of 710 or higher on the SAT verbal, a score of 690 or higher on the SAT
mathematics, a score of 30 or higher on the ACT English, or a score of 33 or higher on the ACT
mathematics;
- ORhave completed twenty-four units of high school credit;
be eligible for graduation with a state high school diploma; and
have a combined score of 1400 on the SAT verbal and math sections, or an ACT composite
score of 31.
Of the twenty-four units earned, eighteen units must be college preparatory coursework, four units in
additional electives, and two units in one or more of the following: English, science, social studies, or
mathematics.
College preparatory coursework includes the following:
English (English I or above), four units;
mathematics (Algebra I or above), four units;
laboratory science, three units;
social studies (United States/South Carolina studies, economics/ government and one unit of
global studies/world history, global studies/ world geography or western civilization), three
units;
computer science, one unit;
physical education, one unit; and
foreign language, two units.
*Two units of Foreign Language, 3 units of Lab Sciences are required for admittance to a 4-year college
in South Carolina, and a Fine Arts Unit is strongly recommended.
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South Carolina Scholarship Program
The State of South Carolina offers several academic awards to South Carolina residents who are high
school graduates and who apply to go to South Carolina Colleges and Universities. Students can have no
felony, drug or alcohol convictions and no defaults or refunds owed on Federal or state financial aid. NO
APPLICATION IS NECESSARY. The college or university will notify all students who will meet the
eligibility criteria for the state scholarship. The final transcript submitted by Edisto High School after
graduation will enable college officials to determine qualified students.
Scholarship
Palmetto Fellows
Public and private 4-year
institution
LIFE Scholarship
Public and private 4-year
institution
Up to $5000
(including a $300 book
allowance)
Requirements
Student must: score 1200
SAT/27 ACT composite score
(through June), have a 3.5
GPA and rank in the top 6%
by the end of the senior year
OR score 1400 SAT/32 ACT
(through June) and have a 4.0
GPA.
Student must meet 2 of 3
criteria: 3.0 GPA; 1100 SAT/24
ACT Composite Score; Top
30% of graduation class.
LIFE Scholarship
2-year public, 2 -year
private
and technical colleges
Up to the cost of tuition
plus $300 book
allowance
“B” average (3.0 GPA) and
meet admission requirements
for diploma/degree course
work
HOPE Scholarship
Public and private 2yearm colleges
Up to $2,500 plus $300
book allowance
Lottery Tuition
Assistance
Where Available
Public and private 2-year
colleges
Value
$6700.00 Freshman Yr
$7,500.00 Sophomore,
Junior and Senior
Year, provided
eligibility is meet each
year.
Portion of tuition
amount dependent on
number of
eligible participants and
total funding available
3.0 GPA
S.C. resident for at least one
year. Be enrolled in at least 6
credit hours each semester
toward a certificate degree,
diploma degree or AAIAS
degree program. Make
satisfactory academic progress
toward the completion of the
program requirements. File a
FAFSA.
SPECIAL SERVICES
Special education courses provide instruction in vocational, remedial, and social skills to qualified
students. Students qualifying for special education services must meet requirements set forth by the
South Carolina Department of Education. Due process procedures are followed for eligibility and
placement in special services programs. An individual education plan (IEP) is designed for each student.
Services are provided for students with the following qualifying conditions: trainable mentally disabled,
educable mentally disabled, emotionally disabled, learning disabled, speech disabled, hearing disabled,
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visually disabled, orthopedically disabled, multiple disabled, autism, traumatic brain injury, and other
health impaired. Students receive services through the inclusion model, resource classes, self-contained
classes or itinerant arrangements. Student Employability Training (S.E.T.), a four-year certificate-based
program provides job skill training and self-help skills to students in Grades 9-12. Functional skills are
emphasized to promote a smooth transition from school to work. Special education students who are in
the diploma program must pass the exit exam as well as earn 24 units to receive a high school diploma.
(Special education courses count as electives.) A special education attendance certificate is also available
to special education students.
Additional graduation provisions for students with disabilities
o A student with disabilities, who receives a certificate and later wants to re-enter high
school to pursue a diploma, my do so if he/she is ager 21 or younger.
o Parents of high school students with disabilities must be informed through the IEP of the
type of credit a student is receiving for courses taken and whether the course counts
toward a diploma or certificate.
o As specified by the SC department of Education, a State high school diploma or
certificate designed and issued by the school district shall be awarded to students who
complete a program of prescribed special education. If a Special Education student is
trying to earn a diploma the following two alternatives are available.:
Alternative 1. For a unit of credit to count toward a high school diploma, the instruction must be
provided by a teacher who is certified or holds a permit in the subject area. Special Education students
shall meet course objectives like all other students but may receive accommodations as outlined in
his/her IEP.
Alternative 2. Special Education students may receive a State high school diploma if they earn at least
24 units of credit. Seventeen (17) of these are the same required for student without disabilities. Seven
of the 24 units may be earned in Special Education classes if instruction is provided in an approved
Special Education class and competencies and criteria for the course are identified in the student’s IEP/
RESOURCE INCLUSION MODEL
A full continuum of services is provided to ensure that we meet the needs of students in the general
education setting who receive support services. The inclusion model reflects the co-teaching of Special
Education and General Education teachers to deliver a South Carolina standards based curriculum to
support students progressing toward a high school diploma.
RESOURCE PULL OUT MODEL
Resource courses are designed to address the individual academic and social requirements of students
with disabilities as specified on the IEP as well as the identification of appropriate accommodations,
modifications and instructional strategies to support academic and social success in the general education
environment. Students may earn up to seven (7) elective Carnegie credits in resource.
OCCUPATIONAL DIPLOMA
Special Education students with an Individualized Education Plan who do not meet
requirements for a State high school diploma may earn an Edisto High School Occupational
Diploma. The following is a summary of requirements for this diploma.
Students must meet at least the minimum requirements for attendance as set by Board
policy, earn a minimum of the equivalent of four units of English reading, the equivalent of
four units of math, complete 16 additional units and compete a Career-Life Planning
Portfolio.
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In addition, the student must meet the following criteria:
o Grade level equivalency of 6.0 or above in reading and writing or a minimum
score on the HSAP as set by the District, or demonstrated annual growth in
English language arts shown through diagnostic testing;
o Grade level equivalency of 6.0 or above in math or a minimum score on HSAP
as set by the District or demonstrated annual growth in math shown through
diagnostic testing;
o Completion of an internship, apprenticeship. Or job experience earning 360 or
more hours with the same employer;
o Ability to show work, personal, interpersonal, and self management skills;
o Understand how to use pubic transportation and know how to get a driver’s
license;
o Understand how to use the computer to find, process, and publish
information;
o Complete at least 20 hours of community service;
o Understand daily living skills needed for independent living; and
o Show self-advocacy skills by leading and/or participating in own IEP
meetings.
Such students are required by the SC Department of Education to take the HSAP; however, they are not
required to pass the HSAP in order to receive the occupational diploma.
ELIGIBILITY FOR ACTIVITIES
INTERSCHOLASTIC ACTIVITIES
To participate in interscholastic athletic activities, students in grades 9-12 must achieve an overall
passing average in addition to the following:
1. To be eligible in the first semester a student must pass a minimum of 5 Carnegie units applicable
toward a high school diploma during the previous year. At least 2 units must have been passed
during the second semester or summer school.
2. To be eligible during the second semester the student must meet one of the following
conditions:
If the student met first semester eligibility requirements, then he or she must pass the
equivalent of four ½ units during the first semester.
If the student did not meet first semester eligibility requirements, then he or she must
pass the equivalent of five ½ units during the first semester.
SC HIGH SCHOOL LEAGUE
The South Carolina High School League has implemented academic standards for any student who
wishes to participate in interscholastic activities and competition. You must earn passing grades to qualify
to play sports, participate in band, or participate in other competitive activities between high schools.
1. A contestant must furnish the athletic director with a certified copy of his/her birth certificate.
2. A contestant must be under nineteen years of age. (See your principal for exception to this rule.)
3. A contestant must not participate under an assumed name.
4. A contestant must not have received a high school diploma or its equivalent.
5. A contestant must meet all academic requirements as explained below.
6. A contestant must satisfy eligibility requirements in the semester preceding participation.
7. A contestant will be ineligible at the end of the fourth school year from the time he/she first
entered the ninth grade.
8. A contestant must have attended school at least sixty days in the semester immediately
preceding the present semester.
9. A contestant must not practice with, nor participate on, any athletic team other than a team
representing his/her school during the school season.
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10. A contestant must live with his/her parents or legally appointed guardian and attend the high
school of his/her attendance area.
NCAA ELIGIBILITY REQUIREMENTS
The National Collegiate Athletic Association (NCAA) has in force policies regarding athletic eligibility for
Division I and Division II schools. Every college-bound student-athlete, both domestic and international,
who is attending an NCAA Division I or II institution for the first time, must be certified by the NCAA
Eligibility Center. This includes college-bound student-athletes who are transferring from any two- or
four-year institutions (including international institutions) that are not members of NCAA Division I or II.
Thus, if any individual wants to participate in athletics at any NCAA Division I or II institution, the collegebound student-athlete must register with the Eligibility Center and submit the appropriate documentation
to receive a certification decision.
Academic-Eligibility Requirements
Division I
If you want to participate in athletics or receive an athletic scholarship during your first year, you must:
 Graduate from high school
 Complete these 16 core courses:
4 years of English
3 years of mathematics (Algebra 1 or higher)
2 years of a natural or physical science (including one year of a lab science)
1 extra year of English, mathematics, or natural or physical science
2 years of social science
4 years of extra core courses (from any category above, or foreign language,
nondoctrinal religion or philosophy);
Earn a minimum required grade point average in your core courses; and
core-course grade point
average and test score sliding scale found on page six in the 2010-2011Guide for the
College- Bound Student-Athlete. This guide can be found on the NCAA Eligibility Center
web site at www.eligibilitycenter.org.
All SAT and ACT scores must be reported directly to th NCAA Eligibility Center by the
testing agency. Test scores that appear on transcripts will not be used. When
registering for the SAT or ACT, use the Eligibility Center Code of 9999 to make sure the
score is reported to the Eligibility Center.
Requirement to graduate with your high school class:
You must complete the 16 core-course requirement in eight semesters, which begins when you initially
started high school with your ninth-grade class. If you graduate from high school in eight semesters with
your class, you may use one core-course unit completed within one year after graduation (summer or
academic year) to meet NCAA Division 1initial-eligibility requirements.
You may complete the core course at a location other than the high school from which you graduated
and may initially enroll full time at a collegiate institution at any time after completion of the core course.
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Division 2
2010 - July 31, 2013
If you enroll in a Division II college and want to participate in athletics or receive an athletic scholarship
during your first year, you must:
 Graduate from high school
 Complete these 14 core courses:
3 years of English
2 years of mathematics (Algebra 1 or higher)
2 years of a natural or physical science (including one year of a lab science)
2 additional years of English, mathematics, or natural or physical science
2 years of social science
3 years of extra core courses (from any category above, or foreign language, nondoctrinal
religion or philosophy);
better in your core courses; and
Earn a combined SAT score of 820 or an ACT sum score of 68.
August 2, 2013, and After
If you enroll in a Division II college on or after August 1, 2013, and want to participate in athletics or
receive an athletic scholarship during your first year, you must:
 Graduate from high school
 Complete these 16 core courses:
3 years of English
2 years of mathematics (Algebra 1 or higher)
2 years of a natural or physical science (including one year of a lab science)
3 additional years of English, mathematics, or natural or physical science
2 years of social science
4 years of additional core courses (from any category above or foreign language, nondoctrinal
religion or philosophy);
Earn a 2.000 grade point average or better in your core courses; and
Earn a combined SAT score of 820 or an ACT sum score of 68.
NCAA DIVISION I SLIDING SCALE CORE GRADE –POINT AVERAGE/TEST-SCORE
CORE GPA
3.550 &above
3.525
3.500
3.475
3.450
3.425
3.400
3.375
3.350
3.325
3.300
3.275
3.250
3.225
3.200
3.175
3.150
3.125
3.100
3.075
3.050
3.025
3.000
SAT (Verbal and Math Only)
400
410
420
430
440
450
460
470
480
490
500
510
520
530
540
550
560
570
580
590
600
610
620
ACT
37
38
39
40
41
41
42
42
43
44
44
45
46
46
47
47
48
49
49
50
50
51
52
14
2.975
2.925
2.900
2.875
2.850
2.825
2.800
2.775
2.750
2.725
2.700
2.675
2.650
2.625
2.600
2.575
2.550
2.525
2.500
2.475
2.450
2.425
2.400
2.375
2.350
2.325
2.300
2.275
2.250
2.225
2.200
2.175
2.150
2.125
2.100
2.075
2.050
2.025
2.000
630
650
660
670
680
690
700
710
720
730
730
740-750
760
770
780
790
800
810
820
830
840-850
860
860
870
880
890
900
910
920
930
940
950
960
960
970
980
990
1000
1010
52
53
54
55
56
56
57
58
59
59
60
61
62
63
64
65
66
67
68
69
70
70
71
72
73
74
75
76
77
78
79
80
80
81
82
83
84
85
86
NAIA Eligibility Requirements
First time National Association of Intercollegiate Athletics (NAIA) students who wish to participate in
athletics in 2011-2012 must have their eligibility determined by the NAIA Eligibility Center.
The NAIA Eligibility Center can be located at PlayNAIA.org. Every student interested in playing sports at
an NAIA college for the first time in 2011-2012 or any year after that needs to register online. This
applies to high school seniors and transfers from both two- and four-year colleges.
In the NAIA, a student-athlete can compete during four “seasons of competition” within the first 10
semesters (15 quarters) in college. A season of competition is counted when you participate in one or
more intercollegiate contests whether at the varsity, junior varsity or freshman level. To compete,
student-athletes must be enrolled in at least 12 hours every semester or quarter and be making normal
progress toward a baccalaureate degree. They must also meet freshman and/or continuing eligibility
rules.
15
Academic-Eligibility Requirements for Freshmen
If you will graduate from a U. S. high school this spring and enroll in college in the fall, the requirements
are simple. An entering freshman must:
Be a graduate of an accredited high school or be accepted as a regular student in good standing
as defined by the enrolling institution and
Meet two of the following three requirements. If as an entering freshman you do not meet at
least two of the three standards, you cannot participate in athletics for the first fullyear of
attendance (two semesters, three quarters, or equivalent).
1. Achieve a minimum of 18 on the ACT or 860 on the SAT
2. Achieve a minimum overall high school grade point average of 2.0 on a 4.0 scale
3. Graduate in the top half of your high school class
Disclaimer: The information contained in this publication is provided as a service to prospective studentathletes and does not constitute binding advice or compliance with either the NCAA or NAIA rules and
bylaws. NCAA and NAIA rules and bylaws are subject to change.
ATTENDANCE
Student attendance laws require the students are present a minimum number of days and receive a
passing grade in the course to earn credit:
45- day course must attend 42 days
90- day course must attend 85 days
180- day course must attend 170 days
Students who exceed the approved limits for unexcused absences do not receive credit in the course. No
credit (NC) will be recorded in the student’s transcript for that course and a grade of 61 will be averaged
into the GPA.
Excuses written within three days after returning to school, a student must submit a written excuse
explaining the absence, signed by the parent or guardian, and accompanied, if applicable by the doctor’s
statement. Excuses will not be accepted after three days! The excuse should contain the following
information:
Date excuse was written
Reason for the absence
Date of the absence
Telephone number where parent or guardian can be reached
Signature of parent, guardian, and/or doctor
Attendance Policies
Parents may submit up to three (3) sick notes to excuse student attendance during a course
cycle (either 8 or 9 weeks). Notes must specify a "viral infection"; i.e., the student was ill but
would not have been required to see the doctor.
Students may submit up to two (2) college visit excuses per course. College visit requests must
be submitted in advance and be followed up after the date with evidence the student visited the
school.
Any absence excuse, parent, doctor, college, otherwise, must be received by the attendance
office within 5 days of the time of the absence or it will not be accepted.
16
EHS Attendance Recovery Program
1. Modules/groups/homepagefiles/cms/1582788/File/Attendance Recovery Program.doc. Will be
run in conjunction with Saturday D-hall (8:00-12:00)
2. Hour served for an hour recovered
3. $20 per Saturday for student participation, regardless of recovery time needed, payment in
advance.
4. Students must arrive by 8:00 regardless of amount of time being recovered; students
recovering less than 4 hours will be released when they have met the requirement.
5. Students will coordinate with Attendance Secretary for corrections of attendance in
PowerSchool.
6. Students must take the initiative to get with Attendance Secretary for desired recovery and
set up their Saturday recovery plans.
7. Attendance Secretary will notify appropriate administrator of a student scheduling recovery
so the student can be put on the Sat D-Hall list.
8. There will be no consequence for student failing to make their Saturday but money will not
be refunded.
9. Attendance Secretary will review attendance to see what students are in need of recovery
and notify students of their situation (teachers may assist in this process and encourage
students to see Attendance Secretary).
10. Students should verify with their teachers they have a chance of passing the course
academically prior to signing up for attendance recovery.
11. Students may not BANK attendance hours.
Note: Program will be announced to the students and advertised on the school website.
GRADING SCALE
All South Carolina schools use a uniform method of grading children’s progress in school. All report cards
and transcripts will use numerical grades for all students receiving Carnegie units. Each nine-week grade
is used to compute the semester average giving a 20% weight to the semester examination. The two
semester averages are used to determine the final grade along with the final examination or EOCEP
examination which is weighted 20% of the final course grade.
A 93-100
B 85-92
C 77-84
D 70-76
F < 70
CLASS RANK
Once a GPR has been computed for all students, all grade point ratios are ranked numerically from
highest to lowest and each student’s class rank is determined by the position of his/her GPR relative to all
other students in a given grade. No more than a total of six credits from summer school courses may be
applied toward graduation. Upon request, a parent may be informed of only his/her child’s class rank and
not that of other students. Class rankings (based on total cumulative quality points) will be computed at
the end of two, four, six (seniors seven) and eight semesters. Class ranks and GPRs are calculated at the
end of the academic school year, not at the end of semester. Students are reminded that one’s position
in the class rank is relative to the rank of all other students in a particular grade. Therefore, as the
numbers and performances of other students in a particular grade group changes, a student’s class rank
may vary as well, even though his/her own academic performance may remain constant. Class rank is
one consideration in the college admissions process as well as a criterion for some scholarships. It is also
used to determine valedictorians, salutatorians, and junior class marshals.
17
GPA CALCULATION
The formula for figuring Grade Point Average (GPA) is:
GPA= Sum (quality points x Carnegie units earned)
Sum of Carnegie units attempted
Example
Numerical Average
Quality
Points
91
3.75
87
3.25
94
4.12
83
3.25
Student A
English 1
Algebra 1
Physical Science
World Geography,
Honors
Physical Education
Spanish 1
Literature
Math Enrichment
TOTAL
92
84
89
87
-
3.87
2.87
3.50
3.25
Carnegie Unit
1
1
1
1
1
1
1
1
8
COMPUTATION (quality points x units) of GPA
Student A
English 1
Algebra 1
Physical Science
World Geography, Honors
Physical Education
Spanish 1
Literature
Math Enrichment
SUM OF UNITS
ATTEMPTED
Quality Points
3.75
3.25
4.12
3.25
3.87
2.87
3.50
3.25
Carnegie Unit
1
1
1
1
1
1
1
1
8
Quality Points x Units
3.75
3.25
4.12
3.25
3.87
2.87
3.5
3.25
27.86
GPA = 27.86 = 3.48
8
(A Carnegie unit is a course that counts toward high school graduation requirements.)
When transcripts are received from accredited out of state schools or from private schools within South
Carolina that do not use the South Carolina Uniform Grading Scale, the following process will be used to
transfer the grades into the student’s record:
1. If numerical grades are provided, they will be transferred as recorded and interpreted using the
South Carolina Uniform Grading Scale.
2. If letter grades are provided, they will be translated to numerical grades as follows:
A=96
3.
B=88 C=80
D=73 F=65
Grades lower than 70 from another school, which are indicated as passing grades, will be
converted to a 73 numerical grade.
Whenever transfer of grades from outside the district presents a problem, the principal, with input from
the guidance counselor, will make the final determination.
18
Numerical Grades/GPA Point Ration Chart
Numerical breaks for letter grades, weightings for specified courses, and a conversion chart for
computing grade point ration are shown in chart.
Average
Grade
College Prep/Tech
Prep
Honors
AP/IB/Dual Credit
100
99
98
97
96
95
94
93
92
91
90
89
88
87
86
85
84
83
82
81
80
79
78
77
76
75
74
73
72
71
70
69
68
67
66
65
64
63
62
0-61
61
61
--
A
A
A
A
A
A
A
A
B
B
B
B
B
B
B
B
C
C
C
C
C
C
C
C
D
D
D
D
D
D
D
F
F
F
F
F
F
F
F
F
FA
WF
WP
4.875
4.750
4.625
4.500
4.375
4.250
4.125
4.000
3.875
3.750
3.620
3.500
3.375
3.250
3.125
3.000
2.875
2.750
2.625
2.500
2.375
2.250
2.125
2.000
1.875
1.750
1.625
1.500
1.375
1.250
1.125
1.000
0.875
0.750
0.625
0.500
0.375
0.250
0.125
0.000
0.000
0.000
0.000
5.375
5.250
5.125
5.000
4.875
4.750
4.625
4.500
4.375
4.250
4.120
4.000
3.875
3.750
3.625
3.500
3.375
3.250
3.125
3.000
2.875
2.750
2.625
2.500
2.375
2.250
2.125
2.000
1.875
1.750
1.625
1.500
1.375
1.250
1.125
1.000
0.875
0.750
0.625
0.000
0.000
0.000
0.000
5.875
5.750
5.625
5.500
5.375
5.250
5.125
5.000
4.875
4.750
4.620
4.500
4.375
4.250
4.125
4.000
3.875
3.750
3.625
3.500
3.375
3.250
3.125
3.000
2.865
2.750
2.625
2.500
2.375
2.250
2.125
2.000
1.875
1.750
1.625
1.500
1.375
1.250
1.125
0.000
0.000
0.000
0.000
19
TESTING INFORMATION
Following is a summary of information on specific tests available yearly at Edisto High School
information is a valuable tool that can assist students, parents, and counselors in making
educational and occupational plans for the future.
this
END-OF-COURSE EXAMINATION PROGRAM (EOCEP)
Algebra 1, Elementary Algebra for the Technologies 2, English 1, Biology 1, and US History & the
Constitution will have end-of-course examinations as mandated by the state of South Carolina. Test dates
are mandated by the State, and students cannot be excused or exempt from this testing. Current state
law mandates that these tests count 20% of the final grade for the course.
HIGH SCHOOL ASSESSMENT PROGRAM (HSAP)
In order to receive a South Carolina High School Diploma, all students must pass the South Carolina High
School Assessment Program (HSAP) exam in mathematics and English language arts which includes
reading and writing. Failure to pass any section obligates the student to enroll in an appropriate remedial
course during the following school year for elective credit. All students must take the HSAP during spring
of their second year of high school. Opportunities are provided in the fall and spring of subsequent years.
If a student exits the school system at the end of the twelfth grade without having passed the HSAP
exam, he/she will be awarded a South Carolina High School Certificate in lieu of a diploma.
PLAN – 10th grade
The PLAN assessment is very similar to EXPLORE. It measures student achievement in the same four
academic areas: English, reading, mathematics, and science reasoning. PLAN also includes a career
interest inventory. PLAN is administered to all 10th graders because the information is beneficial to
students as they revise their IGP for the last two years of high school. In addition, this information is
helpful in making post-secondary plans.
PSAT – 11th grade
The Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test (PSAT, NMSQT)
introduces students to the organization and question type found on the Scholastic Aptitude Test (SAT).
Students gain test test-taking skills and can use their PSAT results to predict their scores on the SAT. The
junior year scores are also used in selecting semifinalists for the national merit Scholarship awards.
Several colleges use PSAT for determining early admissions along with programs such as the governor’s
school in their selection process.
ASVAB – 12th grade
The Armed Services Vocational Assessment Battery (ASVAB) is a multi-aptitude test battery known as the
Career Exploration Program administered by the Department of Defense. The ASVAB comprises ten
individual tests and gives composite scores in verbal, math, and academic ability. The test is given by the
military and is free to high school students. The ASVAB Career Exploration Program is a tool to help
students make better school and career choices. There is a workbook that contains a career interest
inventory and an exercise to help students learn more about occupations and how to match their
interests and abilities to certain occupations. The ASVAB is available through the high schools and local
military recruiter. Although students who plan to enter the military are required to take the ASVAB,
information gained from this career assessment is beneficial to any student.
ASSET – 12th grade
Applicants to Orangeburg-Technical College are required to take a reading comprehension test, a
basic mathematics and algebra skills tests, and to write an essay. All Technical Colleges in Sou th
Carolina will accept the ASSET results for placement purposes.
20
WORKKEYS – 12th grade
WorkKeys, developed by American College Testing (ACT), is a national system, used by employers worldwide to identify workplace skills that employees need to be successful on the job and to determine where
additional training is needed to build a high performance workforce. Work Keys Foundational and
Personal Skills assessments provide reliable, relevant information about workplace skill levels. WorkKeys
Foundational Skills assessments measure cognitive abilities such as applied mathematics, reading for
information, and locating information. Foundational skills assessments also measures different applied job
skills in the areas of communication, problem-solving and interpersonal skills. WorkKeys Personal Skills
assessments are designed to predict job behavior and measure the full potential of individuals. The
WorkKeys system determines an individual’s level of proficiency in a given skill area and identifies pools
of qualified applicants who have achieved the levels of proficiency needed to perform a job. An official
Bronze, Silver, or Gold certificate can certify employability skills.
ACT (American College Testing Program)
The ACT is one of the testing programs used by many colleges and universities and is
recommended for college-bound juniors and seniors. Juniors are recommended to register for ACT
during the spring semester. The ACT measures ability in English, Math, Reading, and Science.
SAT (Scholastic Aptitude Test)
The SAT is a multiple choice test with critical reading, math and writing sections. Each section of the test
has a score range of 200-800; thus the score range for the entire test is 600 to 2400. The critical reading
portion tests students on genre, relationship among parts of a text, cause and effect, rhetorical devices
and comparative arguments, reading passages are taken from natural sciences, humanities and social
studies. The math portion tests students’ ability to solve problems involving arithmetic reasoning, Algebra
I, Algebra II and Geometry. One section of the SAT math portion requires students to produce and “grid
in” their own answers rather than just select an answer from a set of multiple-choice alternatives.
Students are allowed, but not required, to use a calculator. On the writing section of the SAT, students
complete an essay and answer multiple-choice questions designed to measure students’ ability to
improve sentences and paragraphs and identify errors (dictation, grammar, sentence construction,
subject-verb agreement, proper word usage and wordiness). Although, a student’s high school record in
the single best predictor of potential for success in college, a combination of high school record and SAT
score is a more reliable indicator.
SAT II (Subject Tests)
The College Board offers SAT II tests 15 different subject areas such as English, math, Social
Studies, foreign Language, Science, etc. This test should be taken by those seniors who are
applying to a university that specifically requires them for either admission, or placement or both.
A small number of selective universities request them.
KUDER CAREER PLANNING SYSTEM 10th grade
This career planning system is an innovative, Internet-based system combining research-based Internet
skills, and work values assessments with portfolio development, comprehensive educational and
occupational exploration resources and administrative databases management.
ENGLISH LANGUAGE DEVELOPMENT ASSESSMENT (EDLA)
The Title III law, a part of the No Child Left Behind Act of 2001, requires that the states develop annual
measurable achievement objectives for limited English proficient students. The English Language
Development Assessment consists of four tests designated to measure academic and social language
proficiency in the listening, speaking, reading and writing domains.
21
CURRCULUM FRAMEWORK
The Education and Economic Development Act (EEDA) was written and passed by the South Carolina
legislature to create the context and infrastructure needed by schools to implement changes from
kindergarten through postsecondary education. Specifically, the legislation requires high schools to:
Revise the secondary curriculum around organized clusters of study with major areas of academic
focus consisting of electives that relate to preparation of post-secondary plans
Develop an Individual Graduation Plan (IGP) that lists the academic courses required for both
graduation and entry into post-secondary education, courses related to the student’s selected
major, and includes extended learning activities such as internships and job shadowing.
Implement principles of the High Schools That Work (HSTW) organizational model and address
the ten key practices enumerated by the Southern Regional Education Board in the HSTW model:
• Setting high expectations
• Increasing access to challenging career/technical studies
• Increasing access to rigorous academic studies
• Having students complete a challenging program of study
• Have a structure and schedule for teachers to work together
• Giving students choices for school-based and work-based learning
• Having each student actively engaged in the learning process
• Involving students and parents in a guidance and advisement system
• Providing a structured system of extra help
• Using student assessment and program evaluation data for continuous improvement.
Edisto High School is an approved HSTW site. According to the EEDA, opportunities must exist for
students to relate classroom activities to work environment.
South Carolina high school students face many challenges – higher education standards, increasing
college entrance requirements, and growing workforce demands. For students to be successful, high
schools must provide a curriculum that is challenging and relevant. They must also offer a sequence of
courses to assist students in becoming passionate, lifelong learners. A framework for curriculum planning
aids students and their parents in this process. An effective curriculum framework must have high
standards and expectations for all students, a rigorous curriculum that prepares them for post-secondary
education and engaging instructional strategies designed to help students learn important concepts and
ideas in depth. The curriculum framework used by Edisto High School includes a rigorous curriculum
design and a requirement that each student develop a challenging Individual Graduation Plan. Working
with their parents, counselors and teachers, students develop plans that include academic as well as
profession-related courses. Their plans also identify extended learning opportunities that are designed to
prepare students for transition to post-secondary education and the workplace.
Edisto High School strives to provide a comprehensive curriculum to address the individual needs of all of
our students. The framework design allows for an integrated, multi-dimensional approach to planning
that helps students become successful learners for high school and beyond. The framework provides a
structure for planning and communicating high expectations.
A comprehensive curriculum framework includes the following elements:
• Schools of Study
• Clusters of Study
• Majors within each cluster of study
• Individual Graduation Plan
• Recommended curriculum for an IGP
• Standardized IGP form
22
A school of study is a way to organize the curriculum into broad program areas that are inter-related in
nature and that relate to various professions and academic areas of study. There are four schools of
study in our framework:
•
•
•
•
School
School
School
School
of
of
of
of
Arts and Humanities
Business and Information Systems
Mathematics, Science and Engineering
Health, Human and Public Services
A cluster of study is a means of organizing instruction and student experiences around broad
categories that encompass virtually all occupations from entry level through professional levels. Clusters
of study provide a way to organize and tailor course work and learning experiences around areas of
interests. Clusters of study are designed to provide a seamless transition from high school study to postsecondary study and/or the workforce. Nationally and in South Carolina there are 16 national clusters of
study as a means of organizing curriculum. They are:
Arts and Communication
Education and Training
Business, Management, and Administration
Finance
Hospitality and Tourism
Information Technology
Marketing, Sales, and Service
Agriculture, Food, and Natural Resources
Architecture and Construction
Manufacturing
Science, Technology, Engineering, and Mathematics
Transportation, Distribution, and Logistics
Health Science
Human Services
Government and Public Administration
Law, Public Safety, and Security
A cluster of study has several majors. A major consists of the completion of at least four required units of
study in that area. It is recommended that students take at least one course at the highest level offered.
Students are asked to select a cluster of study prior to the tenth grade. By the end of the tenth grade,
students are asked to select a major, focusing their academic and elective interest in a specific area. With
careful planning some students may complete more than one major.
Students can change a cluster or major if their interests change. Students are never locked into a specific
cluster or major. Although students need to declare a major by the end of the tenth grade, completion of
a major is not a requirement for a South Carolina High School Diploma.
An Individual Graduation Plan (IGP) is the document used to assist students and their parents in
exploring educational and professional possibilities and in making appropriate secondary and post secondary decisions. It can be modified over time as the student’s interests and skills develop or change.
The IGP is built on the student’s academic record, work and general life experiences, and the results of
assessments, such as career inventories and achievement tests. The IGP is modified on a yearly basis to
include courses required for graduation, courses required for a specific major, electives chosen related to
a specific major, and extended learning opportunities related to the major.
23
English Sequence
Honors
8th grade English I
English II
English III
English IV
College English 101
COLLEGE PREP
8th Grade English
English I
English II
English III
English IV
24
ENGLISH
To meet the South Carolina State High School graduation requirements, students must earn four (4) units
in English. Completion of English 1, English 2, English 3, and English 4 will meet this criteria. All courses
will follow SC standards for ELA and Literature.
English I
Unit
1
Grade Placement
9
Prerequisite:
8th Grade English
English I is a course is designed to teach students to read and distinguish among literary genres (novel,
poetry, short story, and drama); to teach fundamentals of grammar and composition; to teach paragraph
development and basics in theme writing; to teach specific developmental reading skills; to increase
vocabulary. All ninth grade students will also be enrolled in Freshman Seminar and take the SC end-ofcourse examination as the final exam in this course.
English II Honors
Unit
1
Grade Placement
10
Prerequisite:
English I Honors, Teacher recommendation
English II is a course designed to teach fundamentals of grammar; to teach paragraph development and
theme writing (narrative, descriptive, expository and persuasive); to develop reading ability by
emphasizing specific reading skills, comprehension, and vocabulary development. Students will write
many different types of essays, such as critical analyses, persuasive essays, and research papers.
Students make extensive use of literary materials outside the classroom.
English II CP
Unit
1
Grade Placement
10
Prerequisite:
English I
English II is a course designed to teach fundamentals of grammar; to teach paragraph development and
theme writing (narrative, descriptive, expository, and persuasive); to develop reading ability by
emphasizing specific reading skills, comprehension, and vocabulary development. Students will use
listening and speaking skills to communicate effectively and to learn and appreciate language.
English III Honors
Unit
1
Grade Placement
11
Prerequisite:
English II Honors
English III Honors is a course designed to emphasize theme writing and literary analysis in American
Literature; to enhance and increase specific reading skills; to increase vocabulary; to review narrative,
descriptive, expository, and persuasive writing. Course content will include writing, American literature,
speaking, listening, and finding information.
Honors students will study British literature as well as complete extension activities and additional
projects.
25
English III CP
Unit
1
Grade Placement
11
Prerequisite:
English II
English III is a course designed to develop reading ability and comprehension; to teach specific reading
skills through a sequential skills-development program that meets individual needs; to stress writing
(narrative, descriptive, expository, and persuasive), vocabulary building, and language skills.
English IV Honors
Unit
1
Grade Placement
12
Prerequisite:
English III Honors, Teacher recommendation
Students will improve and refine their abilities to communicate with different audiences for different
purposes. Students will study British literature from the Anglo-Saxon Period through the Twentieth
Century. Also, students will read and react to a broad range of significant texts. Course content will
include writing, world literature, speaking, listening, and finding information. Honors students will study
world literature as well as complete extension activities and additional projects. This course is designed to
enrich and accelerate the core curriculum by differentiating the content process, pace, and work
completed by the student.
English IV CP
Unit
1
Grade Placement
12
Prerequisite:
English III
English IV is a course designed to teach a survey course of British literature from the Anglo-Saxon Period
through the Twentieth Century; to teach critical analysis of poetry, drama, and the British novel; to
enhance specific reading and language skills, vocabulary and writing ability.
AP English
Unit
1
Grade Placement
10-12
Prerequisite:
Below standard on HSAP or below standard on PASS
HSAP English is an individual program open only to selected 10th, 11th, or 12th grade students based on
their exit exam scores. This course is taught in addition to regular English classes and a maximum of one
elective credit is awarded.
Journalism
Unit
1
Grade Placement
10-12
Prerequisite:
Teacher recommendation
Journalism introduces the functions of the newspaper, the organization of a newspaper staff, and the
techniques of news gathering and reporting. Objectivity, accuracy, clarity, and journalistic style are
emphasized. This course is recommended for students who are interested in participating in the school
newspaper or yearbook. This course is for an elective credit.
26
Creative Writing
Unit
1
Grade Placement
10-12
Prerequisite:
English I, Teacher recommendation
Creative writing is a course designed for students who have an interest in writing poetry, short fiction,
creative nonfiction and writing for stage and screen. Each of the four units will last approximately one
quarter and will conclude with a major project. Students will produce original written pieces on a weekly
basis and will collaborate with the teacher and with each other during the revising and editing process.
Students are also encouraged to submit their work for publication.
The Origin of English
Unit
1
Grade Placement
10-12
Prerequisite:
English I
The Origin of English is a course where students will learn the history and formation of the English
language. They will discover English as a language system, sign, speech, convention and communication.
The students will develop aural and oral skills as they learn each level of the formation. They will be
exposed to a variety of pre-Modern English languages including Latin, Greek, Celtic, German, Old English
and Middle English. The students will analyze basic vocabulary and study great works of literary value
from each set period.
Yearbook
Unit
1
Grade Placement
10-12
Prerequisite:
English I, Journalism and teacher recommendation
Yearbook is a course that offers hands-on experiences in areas ranging from design and copy-writing to
desktop publishing. Yearbook Production requires cooperation, responsibility, teamwork, dedication,
attention to deadlines and details in a business-like setting. This course is for students with the ability to
work independently and for those who possess problem-solving skills. This course is for elective credit
only.
27
MATHEMATICS SEQUENCE
8th Grade
Course: Reg. Math
Algebra I
Grade: B or A
A or B
Algebra I
Honors Algebra II
(9th)
9th Grade
Grade: B/D
Grade A/B
Grade C/D
Geometry (10th)
Honors Geometry
(10th)
Geom (10th)
Algebra II
PreCalculus
Algebra III
Grade A
Algebra III
AP Calculus
Statistics
28
MATHEMATICS SEQUENCE
8th Grade Math
Math Tech I
Math Tech II
Math Tech III
Math Tech IV
MATHEMATICS
Algebra I CP
Unit
Grade Placement
Prerequisite:
1
9
8th grade Math 85 or better
The course will use symbolic reasoning to represent mathematical situations, to express generalizations,
and to study relationships among quantities; functions to represent and model problem situations as well
as to analyze and interpret relationships; set up equations in a wide range of situations and use a variety
of methods to solve them, use problem-solving, representation, reasoning and proof, language and
communication, connections both within and outside mathematics. This course is required for college
bound students.
Algebra II Honors
Unit
1
Grade Placement
9-11
Prerequisite:
Successful completion of Algebra I (Grade B or better)
Algebra 2 Honors is designed for the student who successfully completed Algebra I Honors .
New topics introduced are the set of complex numbers, the conic sections, rational exponents and
exponential and logarithmic functions. Applying concepts to real world problem solving is emphasized.
29
Algebra II CP
Unit
1
Grade Placement
9-11
Prerequisite:
Successful completion of Algebra I (Grade 70 or better)
Algebra II course competencies are presented to meet the state Algebra II standards. Algebra II will
consist of an in-depth study of functions, patterns relations, and concepts of number systems. The
functions will include linear, quadratic, exponential, absolute value, radical and rational. Conic sections
will also be addressed. The course will consist of identifying appropriate domains and range functions;
the collection and organization of data, recording results, and graphical representation; the use of
symbolic reasoning to represent algebraic situations; expanding functions for mathematical modeling to
develop a versatile and powerful means for analyzing and describing their world; and an understanding of
properties that govern the use of symbols in expressions, equations and inequalities .
Algebra III CP
Unit
1
Grade Placement
10-12
Prerequisite:
Successful completion of Algebra II (Grade B or better)
Algebra 3 is a program of mathematical studies focusing on the development of the student’s ability to
understand and apply the study of functions and advanced mathematical concepts to solve
problems. The course will include a study of polynomial, rational, exponential, logarithmic, and
trigonometric functions. Graphing calculators are an integral part of all instruction. This course is
intended as a bridge between Algebra 2 and Pre-Calculus.
Geometry Honors
Unit
1
Prerequisite:
Successful completion of Algebra I
This course gives students a logical study of shapes and sizes of things. The subject matter is the
foundation for courses in architecture, engineering, and related subjects. Emphasis is placed on nature
of inductive and deductive reasoning, congruence, parallelism, similarity, circles, area, volume, coordinate
geometry, and contractions.
Geometry CP
Unit
1
Grade Placement
10
Prerequisite:
Successful completion of Algebra I or its equivalent
This course is a program of the mathematical study of shapes, their properties and relationships. The
course competencies will meet the state geometry standards. Emphasis is placed on student discovery
and exploration, and on formulating and defending conjectures. Geometry includes an in-depth study of
reasoning, polygons, congruence, similarity, right triangles, circles, area, volume, and transformations.
This course is required for college bound students.
Pre-Calculus Honors
Unit
1
Grade Placement
11
Prerequisite:
Successful completion of Algebra I, II, Geometry, and Algebra III
This course is a program of mathematical studies focusing on the development of the student’s ability to
understand and apply the study of functions and advanced mathematics concepts to solve problems.
The course will include an in-depth study of polynomial, rational, exponential, logarithmic, and
trigonometric functions. Other topics studied are sequences, series, vectors, conic sections, parametric
equations, and polar coordinates. Emphasis is on active participation through modeling, group activities,
30
and communication in mathematics. This course is recommended for college bound students with
interest in advanced math studies as well as those taking AP Calculus.
Probability and Statistics
Unit
1
Grade Placement
10
Prerequisite:
Enrolled in or successfully completed Algebra II
A semester course covering basic concepts of probability theory and statistics. Interpreting and using
data are essential to the course make-up. Students will work with a set of data to perform statistical
analyses and summarize the results; examine ways to organize and display data to draw conclusions
about relationships that may exist in the data set; describe and summarize data numerically using central
tendency, variation, and position statistics; describe and summarize data numerically using distribution;
utilize statistical applications to solve a wide variety of problems; use counting methods and probability
formulas to evaluate the likelihood of events occurring and apply probability and statistical tests.
Mathematics for the Technologies I
Unit
1
Grade Placement
9
Prerequisite:
8th Grade Below 85
The course will use symbolic reasoning to represent mathematical situations, to express generalizations,
and to study relationships among quantities; functions to represent and model problem situations as well
as to analyze and interpret relationships; set up equations in a wide range of situations and use a variety
of methods to solve them, use problem-solving, representation, reasoning and proof, language and
communication, connections both within and outside mathematics.
Mathematics for the Technologies II
Unit
1
Grade Placement
9-10
Prerequisite:
Mathematics for the Technologies/Algebra A
Mathematics for the Technologies II is a continuation for Mathematics for the Technologies I.
It will continue to focus on the development of the student’s ability to understand and apply mathematics
to solve realistic workplace problems. Skills in basic mathematics, algebra, geometry, quantitative
literacy, trigonometry and computer applications are taught through an integrative approach.
Math for the Technologies III/Applied Geometry
Unit
1
Grade Placement
10-12
Prerequisite:
Successful completion of Applied Math I and Applied Math II
The course competencies will meet the state geometry standards. Emphasis is placed on student
discovery and exploration, and on formulating and defending conjectures. Geometry includes an in-depth
study of reasoning, polygons, congruence, similarity, right triangles, circles, area, volume, and
transformations.
Mathematics for the Technologies IV/Probability, Statistics and Data Analysis
Unit
1
Grade Placement
11-12
Prerequisite:
Successful completion of Applied Math I, Applied Math II, & Applied Geometry
A semester course covering basic concepts of probability theory and statistics. Interpreting and using
data are essential to the course make-up. Students will work with a set of data to perform statistical
analyses and summarize the results; examine ways to organize and display data to draw conclusions
31
about relationships that may exist in the data set; describe and summarize data numerically using central
tendency, variation, and position statistics; describe and summarize data numerically using distribution;
utilize statistical applications to solve a wide variety of problems; use counting methods and probability
formulas to evaluate the likelihood of events occurring and apply probability and statistical tests.
HSAP Math
Unit
1
Grade Placement
10
Prerequisite:
This course is designed to help you review and learn important concepts and skills related to
mathematics that will be assessed on the SC HSAP Mathematics Test. Some of this material will be a
review of skills you have already learned, while other sections will present you with new applications in
Numbers and Operations, Algebra, Measurement and Geometry, and Data Analysis and Probability.
AP Statistics
Unit
1
Grade Placement
10
Prerequisite:
Successful completion of Algebra II
This course is designed to introduce students to the major concepts and tools for collecting, analyzing,
and drawing conclusions from data. Students will be exploring data, planning a study, anticipating
patterns, and using statistical inference. Students will be required to have a graphing calculator
preferably a TI-83.
AP Calculus
Unit
1
Grade Placement
10
Prerequisite:
Successful completion of Algebra II
This course provides students with the opportunity to pursue college credits while still in high school. It
consists of a full high school academic year of work in calculus and related topics, comparable to courses
in colleges and universities. There is extensive coverage of theory and applications of differential and
integral functions of a single variable. Topics in plane analytic geometry will also be covered. Each
student must take the Advanced Placement examination through The College Board for possible college
credit.
32
SCIENCE SEQUENCE
HONORS
Biology
Chemistry 2
AP
Chemistry
Biology 2
AP Biology
Chemistry
COLLEGE PREP
Marine
Science
Environmental
Science
or
Physical Science
Physics
Biology
Chemistry
Anatomy
Earth
Science
33
SCIENCE
Environmental Science
Unit
1
Grade Placement
9
Prerequisite:
This course is designed to provide students with the scientific principles, concepts, and methodologies
required to understand the interrelationships of the natural world, to identify environmental problems
both natural and man-made, to identify risks associated with these problems, and to examine alternative
solutions for resolving and preventing them. This course is an inter-disciplinary course using a wide
variety of topics from different areas of study.
Physical Science
Unit
1
Grade Placement
9
Prerequisite:
Concurrent enrollment in Applied Math I, Applied Math II, or Algebra I
This challenging college preparatory course is designed to provide a background for enrollment
in Chemistry and Physics. Students will spend nine weeks studying basic chemistry: the composition of
matter, how elements behave, and how elements combine to form new substances. The second nine
weeks introduces topics in basic physics including the laws of motion, work and machines, and some of
the different forms of energy.
Biology CP
Unit
1
Grade Placement
10
Prerequisite:
Completion of a 9th grade science
This is designed to give the college-preparatory student a well-rounded background in the key areas of
biology. Topics included in the course are cellular structure and function, genetics, microbiology, and
ecology. Laboratory activities provide numerous opportunities for students to develop science process
skills, critical thinking, and an appreciation for the nature of science through investigative, hands-on lab
activities. A state mandated End-of-Course Examination must be given to every student enrolled in this
course. The score will count 20% of the final grade.
Biology I Honors
Unit
1
Grade Placement
9-10
Prerequisite:
Teacher recommendation (middle school)
This introductory laboratory-based course is designed to give students a sound background in the major
biological concepts. Biology 1 is designed to be both academically rigorous and realistic for students
pursuing entry into a four-year college. Biology 1 builds on the chemical principles learned in physical
science. Topics include: the cell; molecular basis of heredity; biological evolution; interdependence of
organisms; matter, energy, and organization in living systems. Laboratory activities provide numerous
opportunities for students to develop science process skills, critical thinking, and an appreciation for the
nature of science through investigative, hands-on lab activities. Biology 1 Honors requires more effort and
in-depth learning and prepares the student for Advanced Placement Biology. A state mandated End-ofCourse Examination must be given to every student enrolled in this course. The score will count 20% of
the final grade.
34
Biology II Honors
Unit
1
Grade Placement
11-12
Prerequisite:
Biology I with a grade of 85 or higher
This course is designed as a pre AP Biology course. This course seeks to meet the objectives of a first
semester general biology course at the college level. The course content includes the following topics:
Chemistry, cells photosynthesis, respiration, cell division, heredity, molecular genetics, and evolution.
Laboratory work will include experimentation in which biological information is collected, data is
interpreted, hypotheses are formulated from a variable data, and further predictions are made.
AP Biology
Unit
1
Grade Placement
11-12
Prerequisite:
“B” or above in Biology II honors, 1 unit of Chemistry and Science teacher
recommendation
This course is designed to be the equivalent of a college general biology course. Three areas of the
biological sciences will be addressed: the molecular and cellular, the organism, and the population.
Extensive laboratory work will be an important part of the course with reports done in great detail. The
course will be designed to follow the AP guidelines for biology. Students will be required to take the
College Board Advance Placement Exam for biology.
Chemistry CP
Unit
1
Grade Placement
10-12
Prerequisite:
Biology I, concurrent enrollment in Algebra II
This course introduces the following concepts and principles of chemistry; metric system matter, atomic
structure, periodicity, bonding, nomenclature, chemical reactions, and equations. Also, mole concept,
stiochiometry, gas laws, solutions, energy equilibrium, and oxidation-reduction. This course is primarily
an introduction to the principles and laws of inorganic chemistry; however, a brief survey of nucleonic
and organic chemistry is included. This course provides experience in laboratory procedures and
techniques. This is a college-preparatory course.
Chemistry I Honors
Unit
1
Grade Placement
10-12
Prerequisite:
Biology I, concurrent enrollment in Algebra II
Chemistry 1 provides an introduction to major chemistry principles. This is a mathematics-based course in
which a working knowledge of algebra is critical for success. Through well-designed laboratory
experiences students will master concepts, use problem solving skills, and apply them to real-world
situations. Topics included in the course are: chemical safety, atomic theory, the periodic system,
chemical reactions and stoichiometry, gas laws, solutions and solubility, and acid base chemistry.
Investigative, hands-on lab activities that address the South Carolina Inquiry Standards are an integral
part of this course. Honors Chemistry 1 prepares a student for Advanced Placement Chemistry through
an in-depth study of the sequential development of major principles with emphasis on a quantitative
approach to problem solving, library research, and extensive laboratory experiences.
35
Chemistry II Honors
Unit
1
Grade Placement
11-12
Prerequisite:
Biology I and concurrent enrollment in Algebra II. Completion of Chemistry I with a
grade of 85 or higher.
This course is a sequel to Honors Chemistry 1 with an emphasis on problem solving, real-world
applications of chemistry, and student research with statistical analysis of experimental results. Topics
included in the course are: a brief review of nomenclature, stoichiometry and bonding, the quantum
mechanical model of the atom, solutions and solubility, equilibrium, acid base chemistry and pH, nuclear
chemistry, and organic chemistry.
AP Chemistry
Unit
1
Grade Placement
11-12
Prerequisite:
“B” or above in Chemistry II and science teacher recommendation.
This course is designed to be the equivalent of a college level general chemistry course. Laboratory
experiments will require the students to make observations, record data, calculate and interpret results
based on data. General topics covered will be: atomic structure, bonding, chemical equilibrium,
kinetics and thermodynamics. Students will be required to take the College Board Advanced Placement
Examination for chemistry.
Physics
Unit
1
Grade Placement
11-12
Prerequisite:
Successful completion of Chemistry and Algebra II
This course is designed to help students appreciate the world around them, enabling them to obtain
information from the world by direct measurement and by applying the Laws of Nature (Physics), allow
them to perform experiments and draw independent conclusions consistent with their physical
environment. This course helps the student think and analyze problems in the real world while preparing
students for a four-year college or university. The first year Physics course will cover measurement,
vectors, kinematics, statics, dynamics, momentum, work, power, energy, thermodynamics, and heat. The
application of the theory will be tested with applied mathematics.
Earth Science
Unit
1
Grade Placement
11-12
Prerequisite:
Biology I
Earth Science provides students with a basic knowledge of the natural work that will serve as the
foundation for more advanced secondary and postsecondary courses. It will provide students with science
skills necessary for earth-science oriented technical careers. Units in this course include astronomy, the
solid earth, the earth’s atmosphere, the hydrosphere, and the paleobiosphere. There is a strong emphasis
on the use and development of inquiry skills through labs, hands-on activities, and classroom
demonstrations.
Human Anatomy and Physiology
Unit
1
Grade Placement
11-12
Prerequisite:
Biology I
This course introduces students to human anatomy and physiology with applications to the health
sciences. Students learn about the relationships between structure and function as well as the
biochemical and cellular aspects of human physiology. Instructive strategies include inquiry-based
laboratory experiences, independent study and research on topics of student interest.
36
Marine Science
Unit
1
Grade Placement
11-12
Prerequisite:
Completion of Biology and Chemistry (Grade of 70 and better)
Marine Science is a study of the marine environment and the organisms that live in it. Topics will include,
but will not be limited to, the following: the origins of the oceans; the chemical, physical, and geological
aspects of the marine environment; the ecology of various sea zones; marine communities;
characteristics of major marine phyla/divisions; and the interrelationship between man and the ocean.
Lab investigations, including dissections, are an integral part of this course.
37
SOCIAL STUDIES SEQUENCE
HONORS
8th Grade Social
Studies
Global Studies
Honors
COLLEGE PREP
8th Grade Social
Studies
World
Geography
(European History)
AP European
History
Early American
Studies
Early
American
Studies
US History
US History
American
Government
American
Government
Economics
Economics
38
SOCIAL STUDIES
Honors European History
Unit
1
Grade Placement
9
Prerequisite:
8th grade GATE
European History 1 is the entry-level course in social studies. It will help students develop an
understanding of the main themes in early European history, including political and diplomatic,
intellectual and cultural, and social and economic history. Analyzing historical evidence and reading
critical literary narratives is integrated into the chronologically ordered whole picture of the early history
of Europe. Using a various grade-level and college-level resources, this course begins with the origins and
migration of early Homo sapiens (~100,000 BCE) to the start of the Renaissance (1300 CE)
In addition to basic requirements, students will learn extensively about geography and its effect on
people, and will do a comparative study on two cultures outside of western civilization for comparison.
This course includes history both as content and as methodology. Emphasis is placed on students
developing intellectual and academic skills, including (1) effective analysis of such primary sources as
documents, maps, statistics, and pictorial and graphic evidence; (2) effective note-taking; (3) clear and
precise written expression; and (4) the ability to weigh evidence and reach conclusions on the
basis of facts.
AP European History
Unit
1
Grade Placement
9-12
Prerequisite:
Honors European History
The study of European history since 1450 introduces students to cultural, economic, political, and social
developments that played a fundamental role in shaping the world in which they live. Without this
knowledge, we would lack the context for understanding the development of contemporary institutions,
the role of continuity and change in present-day society and politics, and the evolution of current forms
of artistic expression and intellectual discourse. In addition to providing a basic narrative of events and
movements, the goals of the AP program in European History are to develop (a) an understanding of
some of the principal themes in modern European History, (b) an ability to analyze historical evidence
and historical interpretation, and (c) an ability to express historical understanding in writing.
World Geography CP
Unit
1
Grade Placement
10
Prerequisite:
Successful completion of English I
World Geography is a course designed to help students gain a wider understanding of the world in which
they live. Using the five themes and correlated to the State and National Standards, students will gain
extensive experience in map skills, reading of charts, tables and graphs and their interpretation, and
comparing and contrasting the different regions of the world and their relationship to the United States.
The course will emphasize the following topics:
The Physical processes that shaped the earth from its creation to the present
Geography’s impact on economic and political systems of humanity
Population and Cultural changes of human systems
How forces and cooperation affect the division and control of resources
Impact of human actions on the world and the change of natural resources
39
The course will contain three main parts: the five themes and physical features, regional study of the
planets cultures, the impact of these on the United States. Emphasis is placed on students developing
critical awareness of their world, intellectual skills, and the ability to weigh evidence based on given facts.
Early American Studies Honors
Unit
1
Grade Placement
10-11
Prerequisite:
Global Studies I Honors
The focus of Early American Studies Honors is the story of the American people from the period of
Mesoamerica civilizations to the end of the 1800s. The study will begin with early colonization and the
development of the United States as an independent nation. Westward expansion and its effects will be
studied through the groups most affected by this doctrine. The causes and effects of the Civil War and
the Reconstruction process will be discussed. An understanding of the major social, political, and
economic developments of the late 1900s will be demonstrated. The course will be an in depth study of
how our nation began and developed until the end of the 19th century. Extensive projects and testing will
be a mainstay of the curriculum.
Student enrolled in this class with be expected to
learn extensive historical information.
describe ideas and concepts.
be innovative in illustrating the information.
compare and contrast historical data.
evaluate information and transform it into extensive projects.
Early American Studies CP
Unit
1
Grade Placement
10-11
Prerequisite:
World Geography
The focus of Early American Studies is the story of the American people from the period of Mesoamerica
civilizations to the end of the 1800s.The study will begin with early colonization and the development of
the United States as an independent nation. Westward expansion and its effects will be studied through
the groups most affected by this doctrine. The causes and effects of the Civil War and the Reconstruction
process will be discussed. An understanding of the major social, political, and economic developments of
the late 1900s will be demonstrated.
United States History Honors
Unit
1
Grade Placement
10-11
Prerequisite:
Early American Studies Honors
The focus of Early United States History Honors is the story of the American people from the period of
Early 1900s to the present day. The course will be an in depth study of how the United States developed
as a world power in the 1900s. The course will begin with a study of the early 1900s and the events
leading to World War I. The Roaring Twenties and Great Depression will focus on the boom and bust
period of the 1920s and 1930s. The course will them move to the World War II and to the social,
economic, and political events that impacted the United States during the Cold War. The conclusion will
deal with the repercussions of the fall of the Soviet Union and the developing foreign policies. Extensive
projects and testing will be a mainstay of the curriculum. There is a state mandated EOC for this course.
40
Students enrolled in this class with be expected to
learn extensive historical information.
describe ideas and concepts.
be innovative in illustrating the information.
compare and contrast historical data.
evaluate information and transform it into extensive projects
United States History
Unit
1
Grade Placement
10-11
Prerequisite:
Early American Studies
The focus of United States History is the story of the American people from the early 1900s to the
present day. The course begins with a study of how the United States developed into a world power
including its role in World War I. Next, the economic boom period of the 1920s and the economic bust of
the 1930s will be studied. Subsequently, the course will move to World War II and its impact on the
United States. The course will conclude with a thorough exploration of the developments in foreign
policies and economics that have taken place in the United States since the fall of the Soviet Union and
its satellite states in 1992. There is a state-mandated EOC at the end of this course.
Law Education I
Unit
1
Grade Placement
9-12
Prerequisite:
None
This course offers a practical approach to law-related education. In an effort to educate students about
law that is useful in everyday life, the course begins with an overview of the legal system then explores
general problems in the areas of criminal, tort, and individual rights laws.
Law Education II
Unit
1
Grade Placement
9-12
Prerequisite:
Law Education I
This course offers a practical approach to law-related education. In an effort to educate students about
law that is useful in everyday life, the course begins with an overview of the legal system then explores
general problems in the areas of criminal, tort, and individual rights laws. The second part of this course
focuses on consumer, family, and housing law.
AP European History
Unit
1
Grade Placement
10-12
Prerequisite:
Teacher recommendation
This course is an advanced study of European history for college-level students. Students will concentrate
on the development of European nations from cultural, economic, social, and political perspectives. They
will expand their problem- solving and critical thinking skills through the analysis and interpretation of
historical data. Course requirements include outside readings and research papers. Students are required
to take the Advance Placement Examination in European History which is administered in May.
41
Sociology
Unit
1
Grade Placement
10-12
Prerequisite:
None
Students critically examine how and why humans form groups and the methods they use to maintain
group cohesiveness. Students observe and predict human behavior within groups. Special emphasis will
be placed on the social circumstances that influence human thoughts, feelings, ideas and actions. There
is an emphasis on the application of sociological research to analyze social, political, and economic
conditions within the American society. After examining the scope of the science of sociology, students
develop skills in identifying and analyzing social problems that arise as American communities develop
and evolve.
Psychology
Unit
1
Grade Placement
10-12
Prerequisite:
None
This course is designed to help students learn to apply scientific observation and explanation of human
behavior. The course emphasizes the evolutionary development of this new social science from its roots
in philosophy to the use of the scientific method to demonstrate mind/body relationships. This course
also focuses on biological foundations for human growth and development throughout the human life
cycle and elevates student awareness of interpersonal relationships and social problem-solving skills.
American Government
Unit
½
Grade Placement
12
Prerequisite:
None
This course is designed to help students develop a comprehensive knowledge of how the American
system of government functions. Students will learn how they as individual citizens are a vital part of a
successful and responsive government. Development of competent caring citizens is the ultimate goal of
this course. Instructional methods will focus on the student as an active learner. Through methods such
as analysis of primary documents and class discussions, students will develop critical thinking skills,
interpret information, identify major issues, and evaluate arguments and implications of political
situations.
Economics
Unit
½
Grade Placement
12
Prerequisite:
None
This course provides students with a foundation for an understanding of the principles of the American
economic system. Using the goals of economics education expressed by the Joint Council for Economic
Education in its publications, students will learn how they, as individuals, are a vital part of the American
and global economies. This course helps students understand personal finances.
42
FOREIGN LANGUAGE
Spanish I
Unit
1
Grade Placement
9-12
Prerequisite:
None for juniors & senior; freshmen and sophomores must be in English I or II.
This course is designed as an introduction to the Spanish language and culture using the Total Physical
Response (TPR) and the Natural Approach methods of instruction. As suggested with the South Carolina
Foreign Language Framework and the South Carolina Foreign Language Academic Achievement
Standards, this course integrates the five goal areas for foreign language education: Communication,
Cultures, Connections, Comparisons, and Communities. Students will be engaged in activities that
simulate real-life situations, promote critical thinking, and enhance their communicative ability in the
language studied and their cultural awareness.
Spanish II
Unit
1
Grade Placement
9-12
Prerequisite:
A "C" average or better in Spanish I.
This course expands the foundation of Spanish 1, exposing students to more cultural situations and
advanced interpretive, interpersonal and presentational tasks. The Spanish countries and customs will
continue to be explored. The ability to process new information, to be flexible in new situations, to solve
real world tasks, and to develop self-efficacy will be developed through a variety of classroom activities.
Oral and written communication in this class is essential and students will be evaluated through the
integration of interpretive, interpersonal and presentational modes of communication. This class will be
increasingly conducted in Spanish.
Spanish III
Unit
1
Grade Placement
11-12
Prerequisite:
Spanish I and II with a "C" or better.
This course is an expansion of conversation and composition skills through the reading and discussion of
literature, contemporary topics, history and real world situations. Special cases and instructions in
grammatical structures will be handled with an emphasis on stylistic and cultural variances. Various topics
and text types pertaining to Spanish speaking countries will be used as students expand their language
ability to accomplish a wide variety of communicative tasks. This class will be conducted mainly in the
target language.
HEALTH/PHYSICAL EDUCATION
Health Education
Unit
1
Grade Placement
9-12
Prerequisite:
None
This course is offered to expand the student's social, emotional, and mental well being. Topics affecting
today's society are explored: drug use and abuse, smoking and alcohol, teenage suicide, mental
retardation, various diseases and illnesses such as cancer, heart disease, and other topics of concern
relating to current human health issues.
43
Physical Education I
Unit
1
Grade Placement
9-12
Prerequisite:
Requirement for Graduation.
Physical Education I is a Physical Fitness for Life curriculum utilizing the textbook, Looking Good Feeling
Good and will also include 750 minutes of Comprehensive Health as required by the state of South
Carolina for graduation.
Physical Education II / Physical Education III
Unit
1
Grade Placement
10-12
Prerequisite:
Physical Education I and Teacher Recommendation.
This course is designed for the student/athlete who has successfully completed the first two years of the
Physical Fitness/Body Conditioning curriculum. The course is designed for the student/athlete who has a
serious commitment to continuing to develop their bodies and create a lifestyle that they want to live.
This course is highly advanced weight training and very specialized for the student’s personal needs. All
students will design an individual program with their own goals in mind. This will be done in conjunction
with the teacher’s assistance. The specialized sport programs can be implemented and designed for
personal as well as athletic goals.
AIR FORCE JUNIOR ROTC
AFJROTC
Unit
1
Grade Placement
9
Prerequisite:
None
The purpose of the AFJROTC is to educate and train high school students in citizenship; promote
community service; instill responsibility, character and self-discipline; and provide instruction in air and
space fundamentals.
The success of the AFJROTC program lies in its progressive and academically sound curriculum and the
numerous extra-curricular activities AFJROTC offers students. The curriculum is two part: aerospace
studies and leadership/life skills education. Host schools may elect to emphasize either portion of this
curriculum based upon the needs of the students.
Aerospace Studies. The first year covers the heritage and development of flight and military aerospace
policies. The second year includes the environment in which aircraft and spacecraft operate. Flight and
navigational principles and the requirements for human flight are also included. Rocketry, space vehicles,
and the exploration of space are covered in the third year. The fourth year offers three options: Option
1, Management of the Cadet Corps; Option 2, Honors Program-Ground School; and Option 3, Laboratory
Manual, Geography, and Survival.
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Curriculum Summary
Year
-
Emphasizing Aerospace Studies
Aerospace Science
Hrs
Leadership Education
Hrs
Total
1
Frontiers of Aviation History
108
Introduction to Air Force JROTC
72
2
3
The Science of Flight
The Exploration of Space
108
108
Intercommunication Skills
Life Skills
72
72
180
180
4
Options
108
Principles of Management
72
180
Leadership/Life-Skills Education. Leadership education is emphasized each year. An emphasize is
placed on the development of life-skills while exposing cadets to opportunities to learn and practice basic
leadership. The leadership/life-skills course work helps prepare cadets for positions in any career.
Classes provide cadets with a basic knowledge of military customs and courtesies, military organization
and principles of leadership, flag etiquette, drill and ceremony.
Curriculum Summary - Emphasizing Leadership and Life-skills
Year
1
Aerospace Science
Frontiers of Aviation History
Hrs
72
Leadership Education
Introduction to Air Force JROTC
2
The Science of Flight
72
3
4
The Exploration of Space
Options
72
72
Hrs
108
Total
180
Intercommunication Skills
108
180
Life Skills
108
180
Principles of Management
108
180
Extracurricular Activities. Extracurricular activities and opportunities are an important part of
AFJROTC. Cadets participate in summer leadership camps, drill meets, orienteering, debates, and
discussion forums. AFJROTC does not engage in marksmanship training or teach individual combat skills.
Career-minded high school students will learn about jobs in aerospace industry and the Air Force
that will open important opportunities for the future. High school students who complete the aerospace
science program in Air Force Junior ROTC may be able to enter the Military at higher pay grades than
most enlistees. Also, AFJROTC cadets will be prepared to work in an expanding technological world -- in
the Air Force or as a civilian.
College bound students can compete for an Air Force Academy nomination or an Air Force ROTC
scholarship through their Air Force Junior ROTC unit. Or, they may receive credit for the first year of an
Air Force ROTC four-year college program--- plus, free uniforms, insignia and ROTC textbooks. They may
also receive priority processing when entering the Air Force if they win the Congressman Herbert
Advanced Placement Award.
Advanced Drill and Ceremonies I
Unit
1
Recommended Grade Level:
10-11-12
This is a course of Air Force Junior Reserve Officer Training Corps (AFJROTC) program and consists of
basic American Citizenship and Military Drill & Ceremonies. The material covered in this course includes
flag customs and courtesies, advanced drill and ceremonies; and military customs and courtesies.
This course builds on the ROTC I foundation for students interested in developing advanced proficiency in
basic and fancy drill. This class will be integrated within AFJROTC-I/II/III/IV assigned classes to help
provide cadet leadership within the flight. These students will complete all assigned curriculum through
45
individual/team study. These students will also participate in active practice of advanced drill routines,
small/large group instruction, seminars, role-play, peer-teaching, and classroom exercises assignments
and receive individual instruction in Drill and Ceremonies topics. Students may be asked to do written
assignments (putting the information in their own words) to help assess their level of understanding on a
particular topic/unit.
Advanced Drill and Ceremonies II
Unit
I
Recommended Grade Level:
10-11-12
This course builds of the Air Force Junior Reserve Officer Training Corps (AFJROTC) program and consists
of basic American Citizenship and Military Drill and Ceremonies. The material covered in this course
includes flag customs and courtesies, advanced drill and ceremonies; and military customs and
courtesies.
This course builds on the ROTC I foundation for students interested I developing advanced proficiency in
basic and fancy drill. This class will be integrated within AFJROTC – I/II/III/IV assigned classes to help
provide cadet leadership within the flight. These students will complete all assigned curriculum through
individual/tam study. These students will also participate in active practice of advanced drill routines,
small/large group instructions, seminars, role-play, peer-teaching, and classroom exercises with ROTC
I/II/III/IV students. Additionally, they will complete independent study assignments and receive
individual instruction in Drill and Ceremonies topics. Students may be asked to do written assignments
(putting information in their own words) to help assess their level of understanding on a particular
topic/unit.
Advanced Drill and Ceremonies III
Unit
1
Recommended Grade Level:
10-11-12
This course builds of the Air Force Junior Reserve Officer Training Corps (AFJROTC) program and consists
of basic American Citizenship and Military Drill and Ceremonies. The material covered in this course
includes flag customs and courtesies, advanced drill and ceremonies; and military customs and
courtesies.
This course builds on the ROTC I foundation for students interested in developing advanced proficiency in
basic and fancy drill. This class will be integrated within AFJROTC-I/II/III/IV assigned classes to help
provide cadet leadership within the flight. These students will complete all assigned curriculum through
individual/team study. These students will also participate in active practice of advanced drill routines,
small/large group instruction, seminars, role-play, peer-teaching, and classroom exercises assignments
and receive individual instruction in Drill and Ceremonies topics. Students may be asked to do written
assignments (putting the information in their own words) to help assess their level of understanding on a
particular topic/unit.
Summer Leadership School I
Unit
½
Recommended Grade Level:
9-10
Summer Leadership School is an intense round-the-clock performance-oriented course that provides
students an opportunity to learn leadership roles in their schools and units. Students are placed in a
living leadership laboratory and perform various leadership and follower roles each day. The curriculum
consists of 45 hours of academic training involving classes in peer meditation, buddy first aide, drill and
ceremonies, land navigation, marksmanship, orienteering, leadership skills, problem solving and
teamwork. An additional 45 hours of training involves participation in sportsmanship, physical training,
and leadership roles practice. Students are scored in individual and team phrases of training.
46
Students live in student dormitories on the training campus under supervision and guidance of
instructors. Students must wear the prescribed uniform during training.
Note: Students must be in top physical shape due to intensity of the training.
Summer Leadership School II
Unit
½
Recommended Grade Level:
10-11
Summer Leadership School is an intense round-the-clock performance-oriented course that provides and
opportunity for cadets to learn leadership roles in their schools and units. Second year students are
placed in a living leadership laboratory and perform various leadership training roles as cadre each day.
The cadre cadets are placed in operational and support positions and are responsible to instruct or assist
in various activities such as drill and ceremonies, land navigation, marksmanship, physical training,
orienteering, leadership reaction problems, problem solving, teamwork, and sportsmanship exercises.
Cadre Cadets are scored in individual and team phases of training.
Students live in student dormitories on the training campus under supervision and guidance of
instructors. Cade, under the supervision of an instructor, are directly responsible for the training of SLS I
cadets.
Note: Students must be in top physical shape due to the intensity of the training.
Summer Leadership School III
Unit
½
Recommended Grade Level:
11-12
Summer Leadership School is an intense round-the-clock performance-oriented course that provides an
opportunity for cadets to learn leadership roles in their schools and units. Third year students are placed
in a living leadership laboratory and perform various leadership and training roles. These cadets perform
the top leadership roles of the school and responsible to lead and train the SLS I and II cadets. Cadre
cadets are responsible for all operations of the student-training schedule. Decision-making and time
management is accomplished each day in real life situations. Cadre cadets lead in activities such as drill
and ceremonies, land navigation, marksmanship, physical training, orienteering, leadership reaction
problems, problem solving, teamwork, and sportsmanship exercises. SLS cadets are scored in individual
and team phases of training.
Students live in student dormitories on the training campus under supervision and guidance of
instructors.
Note: Students must be in top physical shape due to the intensity of the training.
FINE ARTS
Art Fundamentals
Unit
1
Grade Placement
9-12
Prerequisite:
None
Art elements and principals are studied independently and in relation to a variety of techniques, both two
and three dimensional. Students will participate in critiques and class discussions, as well as gain
understanding of visual art in the world. Sketchbooks will be maintained to gage progress.
2-D Design I
Unit
1
Grade Placement
9-12
Prerequisite:
Art Fundamentals or Art 1
2-D design is an introduction to art in two dimensions. Students will create, explore, and study drawing,
painting, photography, and printmaking techniques and processes. Students will participate in critiques
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and class discussions on content and skill of work as well as gain an understanding of past and present
artists in 2-D design. Sketchbooks will be maintained to gage progress.
2-D Design II
Unit
1
Grade Placement
9-12
Prerequisite:
2-D Design I
This course is a continuation of art in two dimensions. This course emphasizes the creation of a body of
work based on the student interest and ideals. This course will also focus on research of artists and class
discussion. Students will move at their own pace with instructors guidance. Sketchbook will be
maintained by student and reviewed by instructor frequently.
3-D Design I
Unit
1
Grade Placement
9-12
Prerequisite:
Art Fundamentals or Art 1
3-D design is an introduction to art in three dimensions. Students will design, explore, and study
ceramics, sculpture, architecture, and installation art techniques and processes. Students will participate
in critiques and class discussions on content and skill of work, as well as gain an understanding of past
and present artists in 3-D design. Sketchbooks will be maintained for color studies and design
schematics.
3-D Design II
Unit
1
Grade Placement
9-12
Prerequisite:
3-D Design I
This course is a continuation of at in three dimensions. This course emphasizes the creation of a body of
work based on the student interests and ideals. This course will also focus on research of artists and
class discussions. Students will move at their own pace with instructor guidance. Sketchbooks will be
maintained by student and reviewed by instructor frequently.
Marching Band
Unit
1
Grade Placement
9-12
Prerequisite:
2 years in middle school band class
This course is for students who have and experience in instrumental music either through individual
instruction or in an advanced middle school band program. Scope includes tone quality and intonation,
rhythm and meter, notation and marching. After-school and weekend rehearsals and performances are
required as well as enrollment in the comparable Concert Band course.
Marching Band Late Bird
Unit
1
Grade Placement
9-12
Prerequisite:
2 years in middle school band class
This course is for students who have experience in instrumental music either through individual
instruction or participation in a middle school band program. Required rehearsals outside of regularly
scheduled school hours are necessary for participation. Scope includes tone quality and intonation,
rhythm and meter, keys, scales, rudiments, notation, individual, and group performance.
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Concert Band
Unit
1
Grade Placement
9-12
Prerequisite:
2 years in middle school band class
This course is designed for students who have had experience in middle school performing ensembles,
Marching Band. Required rehearsals and performances outside of regularly scheduled school hours are an
integral part of the course work. Scope includes tone quality and intonation, rhythm and meter, keys,
scales, rudiments, notation, mechanics of the instrument, individual and group performance, sight–
reading and ear training, form and analysis, music theory, humanistic skills and aesthetic valuing. This
course may be offered as a complete ensemble consisting of brass, woodwind, and percussion, or as a
single section, or as combination of any two.
Beginner Jazz Band
Unit
1
Grade Placement
9-12
Prerequisite:
2 years band class and teacher recommendation
This course is designed for students with previous experience in playing brass, percussion or woodwind
instruments. They are performance-oriented courses providing individualized and group instruction in the
various styles of modern music. Specifics of jazz articulation and phrasing, rock music techniques, rhythm
and blues and improvisations will be developed. Expanded musical repertoire, styles and genres will be
studied. A historical and social perspective of jazz and rock will be explored. Material studied in this
course will not typically be covered in the regular marching or concert band courses.
Jazz Band 1, 2, 3, 4
Unit
1
Grade Placement
9-12
Prerequisite:
2 years band class and teacher recommendation
Members of this group are selected by Band Director from top players among main band unit. The EHS
band offers the instrumental music student an opportunity to refine skills and techniques and to become
acquainted with music of varying degree and complication. Also, the student is introduced to simple and
to slightly compel harmony and concepts that will develop responsible citizenship. Band is a co-curricular
activity requiring performance band rehearsals outside the school day that are factored into the student
grade and ability to participate in the program. Members of Jazz Band must be an active member of the
concert band.
Winter Ensemble Late Bird
Unit
1
Grade Placement
9-12
Prerequisite:
None
Winter Ensembles consist of Indoor Percussion and Indoor Color Guard. Members of these units must
participate in the marching band. Students will learn technique and skills required to present/perform
theatrical productions involving color guard and/or percussion. Students must have recommendation from
Director of Bands.
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Beginning Chorus/Chorus I
Unit
1
Grade Placement
9-12
Prerequisite:
None
This course emphasizes the development of basic vocal techniques and skills including good posture, tone
quality, breath support, diction, and attack and release. Attention is given to the elements of music
including music reading. Vocal independence is emphasized and the elements of music are reinforced
through the performance and study of quality literature.
Advance Chorus/Chorus II-III-IV
Unit
1
Grade Placement
10-12
Prerequisite:
Chorus I
These courses are designed to provide students with opportunities to achieve a higher degree of
perfection in performing choral music and refinement of understanding of the structures and styles of
music. After school rehearsals may be necessary. A special outfit may be required at the discretion of the
director.
Music Appreciation
Unit
1
Grade Placement
9-12
Prerequisite:
None
Music Appreciation is for students who enjoy music and wish to find our more about their musical
capabilities and to develop skills in music reading and musical understanding through hands-on
experience. Students study music through recordings, films, written materials and electronic media.
Students also study music styles and history; scales, chords, keys, modes, meter, and rhythm through
sight-singing and keyboard experience, written theory, and composition.
VOCATIONAL AREA
BUSINESS DEPARTMENT
Business and marketing courses are designed to provide students with skills needed for entry level
employment. Students should consider these courses if they have an interest in this area or if they want
to improve their business and marketing skills. We offer three different majors to students. Once students
have completed the core courses for a particular major, they will receive a completer certificate from the
State Department of Education. The majors are as follows:
Accounting
Business Informational Management
Interactive Media
Accounting I – Course Code 5001
Unit
1
Prerequisite:
Integrated Business Applications I
Grades:
11-12
This course is designed to help the student develop the skills necessary for the highly technical
interaction between accounting and business, to develop an understanding of the steps of the accounting
cycle as applied to several different kinds of business operations, and to develop an understanding of
accounting concepts, principles, and practices. Use of the computer with online working papers and
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simulated activities gives the student an opportunity to see the advantages of technology in accounting
procedures.
Accounting II – Course Code 5005
Unit
1
Prerequisite:
Accounting I, Integrated Business Applications I
Grades:
11-12
This course expands the student’s understanding of accounting subsystems and develops an
understanding of various methods of internal control procedures. The student develops competence in
using subsidiary ledgers, in preparing financial statements, and in performing end-of-period procedures.
The student will demonstrate the use of accounting principles through the use of computer software and
simulated activities.
Foundations of Animation – Course Code: 5350
Unit
1
Prerequisite
Image Editing I or Digital Multimedia or Web Page Design/Development I
Grades
11-12
This course teaches students how to create and deliver interactive content across desktops and devices
with a focus on establishing a working knowledge of animation tools and techniques. Foundations of
Animation examines the features of Adobe’s popular Flash software that is the professional standard for
producing high-impact Web sites using animation, video, text, graphics and audio. Students create rich
media applications that span a wide variety of digital devices, from desktops to mobile devices.
Personal Finance – Course Code: 5131
Unit
1
Prerequisite:
Integrated Business Applications I
Grades:
11-12
This course is designed to introduce the student to the basic elements of finance: budgeting, obtaining
credit, maintaining checking accounts, computing payroll, recording business transactions, and applying
computer operations to financial management.
Digital Desktop Publishing – Course Code: 5176
Unit
1
Prerequisite:
Keyboarding or Integrated Business Applications I
Grades:
10-12
This course is an expansion of office computing incorporating the use of desktop publishing software or
word processing software with desktop capabilities, a computer system, and a printer to produce
professional-looking documents. The student will learn how to edit clip art and photographs for inclusion
in printed documents.
Image Editing 1 – Course Code: 5340
Unit
1
Prerequisite:
Integrated Business Applications I
Grades:
11-12
This course is designed for the student interested in continuing their education in the Interactive Media
segment of the Information Technology Cluster. Students are instructed in the fundamental features of
using digital imaging software in editing and designing both photos and graphics. Students also learn the
use of technologies related to digital imaging such as: basic computer operations; file sharing across
networks; digital scanning; digital photography; preparing documents for output to various types of high
resolution printers; and color calibration. Successful completion of Digital Imaging 1 helps provide a
foundation for continued training as well as complementary training for related coursework. Digital
Imaging 2 continues in-depth training in the use of digital imaging software based on local advisory
committee recommendations.
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Integrated Business Applications I – Course Code 5020
Unit
1
Prerequisite:
None
Grades:
10-12
This course of study is designed to teach the student computer concepts as related to processing data
into useful information needed in business situations by using database, spreadsheet, word processing,
and presentation software. Because the design of this course is to prepare students for Microsoft Office
User Specialist (MOS) Certification, the emphasis is on speed, accuracy, and production using proper
keyboarding techniques.
Integrated Business Applications II – Course Code 5021
Unit
1
Prerequisite:
Integrated Business Applications I
Grades:
11-12
This course of study is designed to teach the student advanced computer concepts as related to
processing data into useful information needed in business situations by using advanced database,
spreadsheet, word processing, and presentation software capabilities. Because the design of this course
is to prepare students for Microsoft Office Specialist (MOS) Certification, the emphasis is on speed,
accuracy, and production using proper keyboarding techniques.
Fundamentals of Business, Marketing, and Finance – Course Code: 5090
Unit
1
Prerequisite:
Keyboarding or Integrated Business Applications I
Grades:
10-12
This course is designed to improve citizenship through a study of the business and economic
environment. This study will increase knowledge about the American business system and its role in our
total economic society, focusing on the competent and efficient management of personal finances and
the wise and skillful use of goods and services.
Digital Multimedia – Course Code: 5030
Unit
1
Prerequisite:
Integrated Business Applications I
Grades:
11-12 (Maximum class size of 12)
This course is designed to provide the student with the knowledge and skills needed for entry-level
positions in multimedia and web publishing. Multimedia combines computer-based text, graphics, audio,
and video within an interactive environment.
Web Page Design and Development 1 – Course Code 5031
Unit
1
Prerequisite:
Integrated Business Applications I
Grades:
11-12
This course is designed to provide the student with the knowledge and skills needed to design Web
pages. Students will develop skills in designing, implementing, and maintaining a Website using
authoring tools.
Note: Web pages created by students in this course are not to be published without
permission.
52
AGRICULTURE
Agriculture (Agriculture and Environmental Science)
Unit
1
Grade Placement
9-12
Prerequisite:
None
This course deals with plant and animal life and conservation of natural resources. Agricultural leadership
and FFA are covered in this course. Each student is expected to start a supervised work experience
program (SAEP) during the year.
Agriculture Mechanics
Unit
1
Grade Placement
10-12
Prerequisite:
At least two (2) agriculture classes
This course includes study in electricity, welding, agriculture power, soil and water management, and
wood work.
Outdoor Recreation
Unit
1
Grade Placement
9-12
Prerequisite:
None
This course provides typical learning experiences in this class include hunter and boater education; ATV
safety; survival and first aid techniques; planning, designing and maintaining an outdoor recreational
area; and participating in personal & community leadership development activities; planning and
implementing a relevant school-to-work transition experience; and participating in FFA activities.
Wildlife Management
Unit
1
Grade Placement
9-12
Prerequisite:
None
The Wildlife Management course is designed to teach technical knowledge and skills for entry-level
positions in the conservation and/or management of wildlife enterprises. Typical instructional activities
include hands-on experiences with analyzing problems and developing site plans including the essential
elements, concepts, and skills related to wildlife management; understanding basic ecological concepts;
implementing habitat management practices; identifying wildlife and fish species; analyzing policies, laws
and regulations, and using natural resources for outdoor recreation; participation in personal and
community leadership development activities and planning and implementing a relevant supervised
agricultural experience; and participating in FFA activities.
Forestry
Unit
1
Grade Placement
9-12
Prerequisite:
None
Forestry courses are designed to teach technical knowledge and skills for entry-level positions in the
production, protection, and management of timber and specialty forest resources. Typical instructional
activities include hands-on experiences with assessing environmental factors affecting forest growth;
cruising timber; planting trees; managing an established forest; selecting, grading and marketing forest
raw materials for converting into a variety of consumer goods; harvesting timber or pulpwood; operating
and maintaining equipment; managing forests for multiple purpose uses such as game preserves and
recreation; participating in personal and community leadership development activities; planning and
implementing a relevant school-to-work transition experience; and participating in FFA activities.
53
OTHER COURSE OFFERINGS
Teacher Assistant
Unit
Grade Placement
10-12
Prerequisite:
None
This is an individual-tailored course which allows a Teacher Assistant to work one period a day with a
Supervising Teacher, Guidance, Front Office, or Media Specialist to assist the supervisor and students and
to perform computer and clerical tasks. The Teacher Assistant should have sufficient content background
to help with a lower-level course in the content.
High School 101
Unit
Grade Placement
Prerequisite:
1
9-12
Completion of Ninth grade
The Foundation for High School Success
The High School 101 Course is an innovative, non-standard instruction, project-based course
designed to authentically engage students transitioning from middle school to high school. The course
involves skill-building activities and strategies that bolster academic success. Students will be required to
assemble a portfolio of classroom activities that may be used as a resource throughout the four years of
high school. The course promotes the use of higher order thinking skills.
SUPPORT SERVICES
SPECIALIZED INSTRUCTION
Specialized instruction is provided to students with IEP (Individual Education Plan) who need assistance
in their academics. There are a variety of classes (or settings) to accommodate the student’s needs like:
resource classes, self contained classes, inclusion classes (special education teacher is in the class with
regular education teacher), and consultation. Services are provided to students in accordance with their
individual needs and their IEP requirements. These courses are elective credits.
Strategies in English
Unit
1
Grade Placement
9-12
Prerequisite:
IEP
This course will provide remedial help in the areas of basic reading, reading comprehension, written
expression, and exit exam skills. It also provides instruction and reinforcement of higher-level English
skills necessary to be successful in mainstreamed English classes if deemed appropriate by the IEP.
Strategies in Math
Unit
1
Grade Placement
9-12
Prerequisite:
IEP
This course will provide remedial help in basic mathematical operations, reasoning, and exit exam skills.
It also provides instruction and reinforcement of higher-level math skills necessary to be successful in
mainstreamed math classes if deemed appropriate by the IEP.
SELF CONTAINED COURSES
Students who qualify for an alternative program in employment may be able to participate in the POST
program. The POST program is designed for students with disabilities who are able to transition
independently. Students are immersed in a program focused on employment and independent living
throughout their coursework. Completion of this coursework may allow the student to graduate with a
54
district occupational diploma. The combination of academics and independently living skills will prepare
students for the employment within the community. POST courses can only be taken if the student
qualifies as a student with special needs under IDEA. These courses do NOT apply toward the South
Carolina High School Diploma.
English
Mathematics
Science
Social Studies
PE
Work-Based
Learning
Electives
9th grade
Direct Reading/
Employment
English I
Employment
Math I
Life Skills Science/
Biology
Career Awareness
& Exploration
10th grade
Direct Reading/
Employment
English II
Employment
Math II
Life Skills Science/
Biology
Independent Living
11th grade
Direct Reading/
Employment
English III
Employment
Math III
Comprehensive
Health
Government
12th grade
Direct Reading/
Employment
English IV
Employment
Math IV
Students will be
placed at Cope or
will be in
supportive
employment.
Work-Based
Learning I
2
Work-Based
Learning II
2
Work-Based
Learning III
2
PE
1
Employment English I
Grade Placement
9
This course is designed to focus on a student’s ability to communicate his/her thoughts and ideas in
writing and speaking. Topics to be covered are: research, analysis of text, reading process and
comprehension, communication, and writing.
Employment English II
Grade Placement
10
This course is designed to focus on a student’s ability to communicate his/her thoughts and ideas in
writing and speaking. Topics to be covered are: research, analysis of text, reading process and
comprehension, communication, and writing.
Employment English III
Grade Placement
11
This course is designed to focus on a student’s ability to communicate his/her thoughts and ideas in
writing and speaking. Topics to be covered are: research, analysis of text, reading process and
comprehension, communication, and writing.
Employment English IV
Grade Placement
12
This course is designed to focus on a student’s ability to communicate his/her thoughts and ideas in
writing and speaking. Student’s objectives will vary based on their chosen career and will be on the job
training and skill development in the area of English.
Employment Math I
Grade Placement
9
This course is designed to focus on a student’s ability to compute basic math skills that will be needed to
compute real world math problems. Topics to be covered are: numbers and operations; algebra;
measurement and geometry; and data analysis.
55
Employment Math II
Grade Placement
10
This course is designed to focus on student’s ability to compute basic math skills that will be needed to
compute real world math problems. This course is a continuation from Employment Math I adding to
previously developed skills. Topics to be covered are: numbers and operations; algebra; measurement
and geometry; and data analysis.
Employment Math III
Grade Placement
11
This course is designed to focus on student’s mathematical skills that are needed to complete life
activities. Students will develop math skills to allow them to become independent and productive
members of society. Topics to be covered are: computing salaries; money and banking; vehicles;
independent living expenses; and entertainment and leisure math.
Employment Math IV
Grade Placement
12
This course is designed to focus on student’s ability to use math in the workplace accurately, so that they
are successful in their chosen career. Student’s objectives will vary based on their chosen career and will
be on the job training and skill development in the area of mathematics.
Independent Living
Grade Placement
9-12
This course is designed to focus on a student becoming independent in his living environment by
increasing his or her daily living skills. Their personal living arrangements can range from staying home
with family, living with friends, or living independently without support. The topics to be discussed in this
course are: organization, intrapersonal skills, self-advocacy, responsible decisions, interpersonal skills,
money management, and recreation.
Life Skills Science
Grade Placement
9-12
This course is designed to focus on students being aware of his/her body and the environment in which
they live in. Topics to be discussed in this course are: life skills, body systems, doctor’s care, illnesses and
prevention, personal hygiene, nutrition, safety with food, cooking, and environment.
Physical Science
Grade Placement
9-12
This course is taken with the general education class, and will follow the state standards in the areas of:
Lab safety, measurement, scientific instruments, scientific method; nature of science; matter; atoms and
the periodic table; and chemical reactions.
Comprehensive Health
Grade Placement
9-12
All students will take this course with the general education class, and will follow the state standards
which address the following areas: Personal Health and Community Health; Nutrition and Physical
Activity; Mental, Emotional, and Social Health, Injury Prevention and Safety; Growth, Development, and
Sexual Health and Responsibility; and Alcohol, Tobacco, and Other Drugs.
Career Exploration & Awareness
Grade Placement
9-12
This course is designed to focus on a student exploring the 16 career clusters and becoming aware of the
expectations of the work environment. Topics to be discussed in this course are: career clusters; personal
strengths, weaknesses, and goals; employment effects; job search; interview and follow-up; working in a
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school-based business or jobs in the school; reading and writing on the job; benefits and deductions; and
maintaining employment.
Government
Grade Placement
12
This course is designed to focus on students becoming a productive citizen. Topics to be discussed in this
course are: citizenship, rights and responsibilities of citizenship; voting; taxes; local, state, and federal
governments; court system and procedures; community and government resources; community agencies
and resources; and reference materials and resources.
Work-Based Learning I
Grade Placement
10
Students who are in 10th grade will be expected to complete an in-district work-based learning experience
with a total of 15 hours of work without pay. Students are to receive a score of three or four on the
weekly POST rating scale. Students will also need to receive competent, proficient, or advanced on the
work-based learning profile (rubric included) at the end of the work-based learning experience.
Work-Based Learning II
Grade Placement
11
Students who are in 11th grade will be expected to complete an in-district work-based learning experience
or community-based employment training with a total of 15 hours of work without pay. Students are to
receive a score of three or four on the weekly POST rating scale. Students will also need to receive
competent, proficient, or advanced on the work-based learning profile (rubric included) at the end of the
work-based learning experience.
Work-Based Learning III
Grade Placement
12
Students who are in 12th grade will be expected to complete an in-district work-based learning experience
or community-based employment training with a total of 30 hours of work without pay. Students are to
receive a score of three or four on the weekly POST rating scale. Students will also need to receive
competent, proficient, or advanced on the work-based learning profile (rubric included) at the end of the
work-based learning experience.
Supportive Employment
Our desire is for each student to obtain a supportive employment opportunity before he/she graduates
with an occupational diploma, but this is not a requirement to obtain an Occupational Diploma.
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COPE AREA CAREER CENTER
HEALTH SCIENCE CAREER CLUSTER
Introduction to Health Careers (5554) includes an overview of therapeutic, diagnostic, health
information, support services, and biotechnology research and development pathways in the health
science career cluster. The course focuses on health careers exploration, healthcare systems, roles, and
leadership, employability, and communication skills. Students will develop concepts of health
maintenance practices, safety, team work, legal and ethical responsibilities. School-to-work activities
may be implemented in the course. Subject matter will include career choices and application of health
concepts relative to becoming a healthcare professional. Students will have the option of enrolling in this
course for college credit (3 college credits). This class meets for one period of one semester.
Credit: 1 unit
This is course is offered for dual enrollment based on teacher recommendation.
Dual Enrollment: 3 hours
AHS 119 Health Careers (OCTC)
Anatomy Based Medical Terminology (5540) is designed to prepare the students with a working
knowledge of the language of medicine. Students acquire word-building skills by learning prefixes,
suffixes, roots and abbreviations. Utilizing a body systems approach, the student will define, interpret,
and pronounce medical terms relating to structure and function, pathology, diagnoses, clinical procedures
and pharmacology. Common abbreviations applicable to each system will be interpreted. Knowledge of
medical terminology enhances a student’s ability to successfully secure employment or pursue advanced
education in health science. Students will have the option of enrolling in this class as dual enrollment for
college credit (3 college credits). This class meets for one period for one semester.
Credit: 1 unit
This is course is offered for dual enrollment based on teacher recommendation.
Dual Enrollment: 3 hours
AHS 104 Medical Vocabulary/Anatomy (OCTC)
Fundamentals of Anatomy and Physiology (5550) is designed for any student considering a career
in the health related field. The course introduces the human body, cells, tissues, integumentary, skeletal,
muscular, endocrine, cardiovascular, lymphatic, digestive, respiratory, urinary, and reproductive systems.
Medical terminology is incorporated into course through the use of a 12 week video series. Common
diseases/abnormal conditions and their treatment are taught with each body system.
Credit: 1 unit
Emergency Medical Services (5530) is designed to teach students about emergencies and how to
overcome reluctance to act in emergency situations. The curriculum includes instruction in areas of legal
and ethical issues, safety and infection control, healthy lifestyles, medical terminology, disaster
preparedness, and injury prevention. Skills will include vital signs, adult-infant/child cardiopulmonary
resuscitation (CPR), and adult/child automated external defibrillation (AED). This class meets for one
period for one semester.
Credit: 1 unit
Sports Medicine (5555) emphasizes the prevention of athletic injuries, including the components of
exercise science, anatomy, principles of safety, first aid, cardiopulmonary resuscitation (CPR) and vital
signs. Subject matter will also include discussions of legal issues, members of the sports medicine team,
nutrition, protective sports equipment, environmental safety issues, taping and wrapping, mechanisms of
injury and application of the sports medicine concepts. Students interested in healthcare careers in
athletic training, physical therapy, medicine, exercise physiology, nursing, biomechanics, nutrition,
psychology, and radiology will benefit from this course. Transportation to sports events may be required.
This class meets for one period for one semester.
Credit: 1 unit
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Certified Nursing Assistant (CNA) (5560) Students must be in grades 11-12, achieve a 2.0 or higher
GPA in all core academic subjects and must have passed the HSAP exam. He/she must have good
attendance and a good discipline record. Prerequisites to this course include Medical Terminology,
Introduction to Health Careers, and Fundamentals of Anatomy and Physiology I/II. Students must
maintain a score of 80 or higher in these courses to be considered. Each student must provide: Valid SC
Immunization Record, signed permission for a SLED check; HOSA membership is required at $20;
Tuberculin skin test before participating in work-based learning experiences (approximate cost of the skin
test is $20). Students will be required to attend a pre-clinical conference. CNA students must complete
40 hours of clinical in order to take the Certified Nursing Assistant Exam. The cost of the exam is
approximately $101.00. All student fees/dues are to be paid within the first four weeks of school.
Credit: 2 units
This course is offered for dual enrollment based on teacher recommendation.
Dual Enrollment: 6 hours
AHS 163/106 - Long Term Care/ Cardiopulmonary Resuscitation (OCTC)
Pharmacy Technology (5570) is designed for students who are interested in the area of
pharmacology. Basic concepts of pharmacology are taught online through virtual academy. Students are
prepared to take the national pharmacy technician exam and become board certified. Students may be
placed in local pharmacies to earn required credit hours for certification. A fee is required for
certification. A background in the health science field or a
high interest in pharmacology is strongly recommended. This course is only offered to seniors 2 nd
semester.
All students who enroll in any program within the Health Science Cluster are required to join the Health
Occupation Students of America Organization (HOSA). Students are encouraged to attend and
participate in the state and national meetings and competitions.
LAW, PUBLIC SAFETY, AND SECURITY CLUSTER
Law Enforcement I (6510) is designed to introduce students to the law, public safety and security
field as well as lay the foundation for how the system affects their everyday life. The course acquaints
students with history of our Judicial System. The course includes law enforcement code of ethics, the
source of laws, search and seizure, report writing and the scope of crime. This class meets for two
periods for one semester.
Credit: 2 units
Law Enforcement II (6511) introduces students to the basic concepts. This course includes the roles
in the court system, the trial process, the purpose of correction, juvenile justice and sentencing. This
course completes the Law, Public Safety and Security program and helps prepare the students for
rewarding careers in Law, Public Safety, and Security fields. The student will undergo an internship at
various departments within the law and legal system. This class meets for two periods for one semester.
Credit: 2 units
Dual Enrollment: 3 hours
CRJ 101/102 Introduction to Criminal Justice /Introduction to Security (OCTC)
EDUCATION AND TRAINING CLUSTER
Early Childhood Education I (5700) is designed to provide students with hands-on opportunities to
actively explore and observe the world of preschool children. This course provides an in-depth study of
career paths, developmentally appropriate practices, curriculum development, safe and healthy learning
environment, collaborative relationships, and professional employment skills. This class meets for two
periods for one semester.
Credit: 2 units
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Early Childhood Education II (5701) is an advanced study in working with young children. Students
apply and build on skills acquired in Early Childhood Education I. Opportunities are provided to interact
with professionals in the field, and experience is gained through various school-to-work activities.
Integration of the Family and Consumer Science student organization, Family Careers, and Community
Leaders of America (FCCLA), greatly enhances the curriculum. Students will earn national certification in
First Aid, CPR, AED, and Child Care from the American Red Cross. This class meets for two periods for
one semester. Students will be expected to pay fees for certifications before the 2nd week of class.
(Approximate cost is $15.00 each).
Credit: 2 units
This is course is offered for dual enrollment based on teacher recommendation.
Dual Enrollment: 3 hours
ECD 101/102 Introduction to Early Childhood /Growth and Development I (OCTC)
HUMAN SERVICES CLUSTER
Cosmetology I & II (6150 & 6151) is designed to provide basic knowledge of practical and
theoretical skills in the beauty industry. The development for professionalism in appearance and
interpersonal/intrapersonal attitudes are stressed along with professional terminology and safety
practices, which meet SC State Board of Cosmetology standards. Skills in vocabulary, math, safety, job
seeking skills, hygienic habits, professional grooming, and ethics will be incorporated.
Cosmetology I students must:
Complete and submit application for admission
Have completed the 10th grade and be 16 years of age.
Purchase a work kit and name badge $165.00 (approximate), $100.00 due June 30 with a balance paid in
full by September 1st.
Earn a minimum of 500 clock hours in Cosmetology I
Maintain a “C” average or better to be recommended for Cosmetology II.
Come professionally dressed starting on the 10th day of school (clean uniforms, professional shoes and
lab coat); this uniform is to be worn daily, only two excused days per year allowed for not dressing out.
Complete online curriculum assignments (Milady Online Testing) – cost $30.00
Pay SkillsUSA membership dues of $15.00 (approximate).
Credits: 3 units
Cosmetology II students must:
 Have successfully passed Cosmetology I
 Pay State Board fee of $165.00 (approximate), paid in full by December 5th, or paid in
installments of $55.00 each. The first installment is to be paid by August 17th, the second
installment is to be made by October 19th, and the final installment to be made by December 3rd.
The State Board examination can occur any time during second semester at a date that is
scheduled by the State Board of Cosmetology.
 Come professionally dressed starting on the 10th day of school (clean uniforms, professionally
dressed shoes, and lab coat). This uniform is to be worn in the lab.
The State Board Exam grade will be included as the students’ final exam grade.
Credits: 3 units
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TRANSPORTATION, DISTRIBUTION, AND LOGISTICS CLUSTER
Automotive Technology I (6030) is designed to prepare the student to perform routine maintenance
and service on all types of automobiles under the supervision of an experienced ASE Certified Master
Automotive Technician. The students gain experience and knowledge through classroom instruction and
shop projects. Instruction is presented on careers and certification, shop safety, hand and power tools,
shop equipment, automotive measurement, engine fundamentals, basic electricity and electronics,
battery diagnosis and service, and introduction to automotive systems. A uniform is required. This class
meets two periods for one semester.
Credit: 2 units
Automotive Technology II (6031) builds on the fundamental knowledge of Automotive I. The
students learn brake systems fundamentals and general brake system diagnosis and repair. The student
learns diagnosis and repair of the hydraulic system, disc and drum brakes, anti-lock systems, wheel
bearings, parking brakes, and the braking system electrical components. Students may elect to
participate in the Ford AAA testing program. Students are encouraged to participate in Skills USA
Automotive competitions. A uniform is required.
Credit: 2 units
Automotive Technology III and IV (6032 & 6033) is offered on an individual student bases and by
recommendation of the automotive technology instructor. Students must apply and be interviewed prior
to acceptance. Students who participate in these programs will participate in the co-op learning
experience and school-to-work activities. Transportation to the work site is required. Students enrolled in
this program of study are encouraged to join Skill USA and compete in the state and regional automotive
competitions.
Credit: 1 or 2 units
If student has an 80 or above average in Automotive Technology I, he/she may qualify for
Dual Enrollment through OCTC.
Dual Enrollment: 9 hours
AUT 101/112/132 – Engine Fundamentals/ Braking Systems/ Automotive Electricity (OCTC)
MANUFACTURING CLUSTER
Welding Technology I (6340) is designed to prepare students to perform entry-level welding tasks
under the supervision of an experienced, certified welder. Practical experience is provided to the student
through participation in special welding projects. Students are provided the opportunity for instruction in
AC and DC currents involved in electric welding. They learn the correct safety procedures for electric arc
welding and oxygen acetylene cutting. Students also observe demonstration in both cutting and welding.
Projects require participation in the lab area and students use the skills they observe. Uniforms are
required for this class. This class meets for two periods each day for one semester.
Credit: 2 units
Welding Technology II (6341) is designed to provide the opportunity for instruction in the use of a
ruler, working with fractions, blueprint reading, welding symbols and TIG and MIG welding. Metal
fabrication is introduced through various cutting and welding projects. Students experience high tech
cutting procedures through computerized plasma cutting equipment. Students completing this program
will be given an opportunity to earn college credit (6 college credits). Students will also have the
opportunity to receive national certification through the National Center for Construction Education and
Research (NCCER). Uniforms are required for this class. This class meets for two periods each day for
one semester.
Credit: 2 units
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Welding Technology III and IV (6342) if offered on an individual student basis with teacher
recommendation. A student must submit an application and be interviewed prior to acceptance into the
program. Students entering these programs of study may have the opportunity for co-op participation
and school-to-work job training experiences. Students enrolled in this program of study are encouraged
to join Skills USA and compete in the regional and state welding competitions.
If student has an 80 or above average in Welding Technology I, he/she may qualify for Dual
Enrollment through OCTC.
Dual Enrollment: 6 hours
IMT 210/211 – Basic Industrial Skills I/ Basic Industrial Skills II (OCTC)
Mechatronics Integrated Technology (6210 & 6211) MIT Level I and II prepares students for
high tech careers in advanced manufacturing and high level Mechatronics maintenance positions. Units
of study will include Electronics, Basic Electrical Residential Wiring, Robotics, Fiber Optics, Constant and
Variable Speed Motor Control, Programmable-controllers and Basic Electronic Theory. Students who
complete this program will have the opportunity to articulate to a two-year college and/or workplace.
Students may enroll for college credit (6 college credits). Students may receive national certification
through the National Center for Construction Education and Research (NCCER). Each level meets for two
periods for one semester.
Credit: 2 units per level
This is course is offered for dual enrollment based on teacher recommendation.
Dual Enrollment: 9 hours
EEM 115, MET 224, IMT 210 (DC Circuits, Hydraulics & Pneumatics, Basic Industrial Skills I)
HOSPITALTIY MANAGEMENT AND OPERATIONS
Hospitality Management and Operations 1 (5476)is designed to provide foundation information
and experiences within the hospitality and tourism industry. The units in this course consist of career
exploration, professionalism, safety, security, and environmental management and an in depth look into
the hospitality and tourism segments. Students will have opportunities to participate in shadowing,
mentoring, and other experiences that expose them to the hospitality industry. Integration of a student
organization, Family Careers, and Community Leaders of America (FCCLA), or DECA greatly enhances this
curriculum.
5477 Hospitality Management and Operations 2 is designed for students who have decided to
pursue a career in the hospitality industry. After completion of this course students will possess the
knowledge and skills to advance rapidly in a career or in an institution of higher learning. The students
will also be introduced to culinary arts which prepares students for gainful employment and/or entry
into postsecondary education in the food production and service industry. Content provides students the
opportunity to acquire marketable skills by examining both the industry and its career opportunities. This
course includes career exploration, safety, security, and environmental management, leadership,
management, marketing and sales, and an in depth study of the hospitality and tourism segments.
Intensive laboratory and field experiences are integral parts of this course. Integration of a student
organization, Family Careers, and Community Leaders of America (FCCLA), or DECA greatly enhances this
curriculum.
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SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS
Project Lead the Way is a sequence of courses, which, when combined with mathematics and science
courses in high school, introduces students to the scope, rigor, and discipline of engineering prior to
entering college. If a student decides not to enter the engineering field after participating in this
program, he/she will still benefit greatly from the knowledge and logical thought processes that result
from taking the classes. It is highly recommended that each student have his/her own
scientific calculator. This helps the student become proficient on their calculator and saves time on
assessments. A lab fee of $10.00 is required for these courses. Parents should monitor grades via OC
Tech’s Campus Cruiser. Grades are not posted quarterly, only at the end of each semester. Students
enrolled in the Project Lead the Way (pre-engineering) courses and partner courses should attend classes
everyday as scheduled. If the instructor is absent, a substitute will monitor the students and assignments
left by the instructor.
Introduction to Engineering (6051) exposes students to the design process, research and analysis,
teamwork, communication methods, global and human impacts, engineering standards and technical
documentation. Students use 3D solid modeling design software to help them design solutions to solve
proposed problems and learn how to document their work and communicate solutions to peers and
members of the professional community.
Prerequisite: 85 or better in Algebra I and an 80 or better on Algebra I EOC.
Course Number: 605100EW
Dual Enrollment: 3 hours
EGT 152 – Fundamentals of CAD (OCTC)
Partner Course COL 103 –College Skills (3 hours)
Principles of Engineering Design (6050) is a course that covers the development and use of
computer programs to solve engineering technology problems. It is a hands-on course that teaches
students problem solving skills. Students learn to work in a team environment to accomplish engineering
tasks. Some of the topics covered are electrical systems, fluid systems, control systems, material testing,
strength of materials, statics, linear motion and trajectory motion. Workplace readiness skills such as
laboratory safety, communications, and teamwork are integrated into the course.
Prerequisite: Teacher recommendation from IED Instructor.
Course Number: 605000EW
Dual Enrollment: 3 hours
EGR 130 – Engineering Technology Applications and Programming (OCTC)
Partner Course CPT 170 – Microcomputer Applications (3 hours)
Digital Electronics (6052) is a study of the fundamentals of logic theory and circuits. Circuits are
analyzed mathematically and tested using simulation software and electronic instruments. Digital
electronics is the foundation of all modern electronic devices such as cellular phones, MP3 players, laptop
computers, digital cameras and high-definition televisions. The major focus of the DE course is to expose
students to the process of combinational and sequential logic design, teamwork, communication
methods, engineering standards and technical documentation.
Prerequisite: Teacher recommendation from IED Instructor.
Course Number: 605200EW
Dual Enrollment: 3 hours
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EET 140 – Digital Electronics (OCTC)
Partner Course IDS 103 –Critical Thinking (3 hours)
Computer Integrated Manufacturing (6053) is a course that covers setup and operations. This
course is built around several key concepts: computer modeling, Computer Numeric Control (CNC)
equipment, Computer Aided Manufacturing (CAM) software, robotics and flexible manufacturing systems.
Students answer the questions: How are things made? What processes go into creating products? Is
the process for making a water bottle the same as it is for a musical instrument? How do assembly lines
work? How has automation changed the face of manufacturing? As students find the answers to these
questions, they learn about the history of manufacturing, a sampling of manufacturing processes,
robotics and automation.
Prerequisite: Teacher recommendation from IED Instructor.
Course Number: 605300EW
Dual Enrollment: 3 hours
CIM 131 – Computer Integrated Manufacturing (OCTC)
Partner Course PSY 201 – General Psychology (3 hours)
Grade Placement: 9-12
Civil Engineering and Architecture (6058) is an introductory study of the fundamental concepts of
design and construction techniques in residential, commercial, and industrial buildings. Students apply
what they learn about various aspects of civil engineering and architecture to the design and
development of property. Working in teams, students explore hands-on activities and projects to learn
the characteristics of civil engineering and architecture. In addition, students use 3D software to help
them design solutions to solve major course projects. Students learn about documenting their project,
solving problems and communicating their solutions to their peers and members of the professional
community of civil engineering and architecture.
Grade Placement: 11-12
Course Number: 605800EW
Dual Enrollment: 3 hours
AET 101 – Building Systems I (OCTC)
Paired with Psychology 201 OR English 101
Pre-Engineering Technology (6210 &6211) PET Level I and II prepare students for high tech
careers in advanced manufacturing and high level Mechatronics maintenance positions. Units of study
will include Electronics, Basic Electrical Residential Wiring, Robotics, Fiber Optics, Constant and Variable
Speed Motor Control, Programmable-controllers and Basic Electronic Theory. Students who complete this
program will have the opportunity to articulate to a two-year college and/or workplace. Students may
enroll for college credit (9 college credits). Students may receive national certification through the
National Center for Construction Education and Research (NCCER). Each level meets for two periods for
one semester.
Credit: 2 units per level
Course Number: 621000EW
Dual Enrollment: 9 hours
EEM 115, MET 224, IMT 210 (DC Circuits, Hydraulics & Pneumatics, Basic Industrial Skills I)
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Pre-Engineering Technology: PET Level III and IV
Course Number: 621100EW
*All PLTW courses are alternated with another OCTC course. See Dual Enrollment section
for possible course offerings.*
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2011 – 2012 Cope Area Career Center Course Descriptions
Career and Technology Education courses are designed to enable students to succeed in business and
industry or two-year and four-year college programs. Articulation agreements and dual enrollment
through O-C Technical College offer the student the opportunity to obtain dual credit for high school and
college. In order to obtain completer status, students must meet the requirements as set forth by the
South Carolina State Department of Education.
*ALL COMPLETER PROGRAMS REQUIRE 4 TOTAL UNITS*
Automotive Technology
Required:
Automotive Technology I
Automotive Technology II
Cosmetology
Early Childhood Education
Required:
Required:
Cosmetology I
Cosmetology II
Early Childhood Education I
Early Childhood Education II
Plus one or more of the following:
Health Science
Childhood Development I
Child Development II
Entrepreneurship
Family & Consumer Sciences I
Family & Consumer Sciences II
Financial Fitness I
Financial Fitness II
Introduction to Health Careers
Law Enforcement Services
Any four of the following:
Required:
Introduction to Health Careers
Medical Terminology
Anatomy & Physiology
Sports Medicine
Certified Nursing Assistant
Pre-Engineering
Technologies/Mechatronics
Law Enforcement Services I
Law Enforcement Services II
Required:
Pre-Engineering Technology I
Pre-Engineering Technology II
Pre-Engineering Technology III
Pre-Engineering Technology IV
Welding Technology
Introduction to Engineering Design
Principals of Engineering
Digital Electronics
Computer Integrated Manufacturing
Engineering Design & Development
Hospitality Management and Operations
Required:
Required:
Welding I
Welding II
Hospitality Management and Operations 1
Hospitality Management and Operations 2
Project Lead the Way
Required:
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