2015-2016
Course Offerings
for
Bertie High School &
Bertie STEM High School
1
Bertie County Schools
Together we can
Fly high and soar
Education is the key
That unlocks the doors
2
The important thing is not so much
that every child should be taught, as
that every child should be given the
wish to learn.”
John Lubbock
3
Bertie County Schools
Bertie County Board of Education Members
Tarsha Dudley
Chairperson
Bobby Occena
Vice-Chairperson
Emma Johnson
Jo Johnson-Davis
Barry McGlone
Superintendent of Bertie County Schools
Mrs. Elaine White
Superintendent
Bertie County Schools
www.bertie.k12.nc.us
P.O. Box 10
Windsor, NC 27983
Phone: 252-794-6000
Fax: 252-794-1927
4
TABLE OF CONTENTS
BERTIE COUNTY SCHOOLS’ STATEMENTS
BERTIE HIGH SCHOOL DIRECTORY
BERTIE STEM HIGH SCHOOL DIRECTORY
BERTIE HIGH SCHOOL WHOM TO SEE ABOUT
BERTIE STEM HIGH SCHOOL WHOM TO SEE ABOUT
MESSAGE TO STUDENTS AND PARENTS
GENERAL INFORMATION
GRADUATION REQUIREMENTS AND EXIT DOCUMENTS
PROMOTION AND DUAL ENROLLMENT
END-OF-COURSE TEST POLICY
EARLY COLLEGE ENTRANCE POLICY
DIRECTORY INFORMATION NOTICE
DRIVER’S LICENSING LEGISLATION
FUTURE-READY CORE REQUIREMENTS
OCCUPATIONAL COURSE OF STUDY REQUIREMENTS
NC ACADEMIC SCHOLARS
PRINCIPAL’S LIST, HONOR ROLLS, HONOR GRADUATES
WEIGHTED COURSES
HONOR GRADUATE COURSES
LANGUAGE ARTS
SECOND LANGUAGE
MATHEMATICS
SCIENCE
SOCIAL STUDIES
HEALTH AND PHYSICAL EDUCATION
CULTURAL ARTS
JROTC
BUSINESS EDUCATION
TRADE AND INDUSTRIAL EDUCATION
FAMILY AND CONSUMER SCIENCES
VIRTUAL PUBLIC HIGH SCHOOL & MISCELLANEOUS
OCCUPATIONAL COURSES
EXTENDED PROGRAM
5
BERTIE COUNTY SCHOOLS’ MISSION
STATEMENT
BERTIE COUNTY SCHOOLS WILL STRUCTURE THE SYSTEM TO IMPROVE
STUDENT LEARNING AND THE EDUCATIONAL ENVIRONMENT
THROUGH PROVIDING HIGH QUALITY, CHILD-CENTERED
INSTRUCTION, MANAGING BY RESULTS, AND NURTURING
PARTICIPATORY LEADERSHIP.
THE PURPOSE OF EDUCATION IN BERTIE
COUNTY SCHOOLS
THE PURPOSE OF EDUCATION IN BERTIE COUNTY SCHOOLS IS TO
PROVIDE A CHALLENGING AND PRODUCTIVE ENVIRONMENT THAT
WILL PREPARE EACH CHILD FOR THE WORLD OF WORK AND WILL
ENABLE EACH CHILD TO THINK, REACT, AND FUNCTION
SUCCESSFULLY IN SOCIETY.
BERTIE COUNTY SCHOOLS’ VISION STATEMENT
ENGAGED Students + QUALIFIED Personnel +
INVOLVED PARENTS + SUPPORTIVE community =
GRADUATES, college, career and life ready!
6
BERTIE HIGH SCHOOL
BERTIE HIGH SCHOOL DIRECTORY OF
ADMINISTRATIVE AND SUPPORT STAFF
Mr. Rickey S. Eley
Principal
Ms. Clara H. Lee
Assistant Principal
Ms. Wanda Cofield
CTE Coordinator
Ms. Rufina A. Rasonabe
School Counselor (12th)
Ms. Daphne A. Jacobs
School Counselor (11th)
Ms. Shannon Chamblee
School Counselor (9th & 10th))
Ms. Melissa Perry
Social Worker, CFST
Ms. Penny Ratzlaff
School Nurse, CFST
Ms. Melissia Spivey
Power School Data Manager
Ms. Bonnie Burkett
Instructional Media Technology Specialist
Ms. Ava Moore-Daniels
Office Manager/Bookkeeper
Ms. Stephanie Cherry
Administrative Assistant
7
BERTIE STEM HIGH SCHOOL DIRECTORY OF
ADMINISTRATIVE AND SUPPORT STAFF
Ms. Daphne Williams
Principal
Ms. Stephanie Cherry
Administrative Assistant
Ms. Ava Daniels
Office Manager/Bookkeeper
Mrs. Melissa Perry
Social Worker
Mrs. Penny Ratzlaff
School Nurse
Ms. Sharon Tann
School Counselor
Chief Randy Cherry
JROTC
8
BERTIE HIGH SCHOOL
WHOM TO SEE ABOUT…
ACADEMIC ISSUES
MS. RUFINA RASONABE
MS. DAPHNE JACOBS
MS. SHANNON CHAMBLEE
ATHLETICS
MR. RANDY WHITAKER
ATTENDANCE
MS. MELISSIA SPIVEY
MS. MELISSA PERRY
STUDENT TRANSPORTATION
MS. CLARA LEE
BUS NOTES
MS. STEPHANIE CHERRY
CAREER AND COLLEGE PROMISE
MS. RUFINA RASONABE
CLASS SCHEDULES
MS. RUFINA RASONABE
MS. DAPHNE JACOBS
MS. SHANNON CHAMBLEE
MS. MELISSIA SPIVEY
COLLEGE APPLICATIONS
MS. RUFINA RASONABE/COLLEGE ADVISER
DISCIPLINE CONCERNS
MS. CLARA LEE
MR. RICKEY ELEY
FALCON’S NEST
MS. PATRICIA COOPER
FEE WAIVERS
MS. RUFINA RASONABE
MS. DAPHNE JACOBS
FINANCIAL AID/FAFSA
MS. RUFINA RASONABE/COLLEGE ADVISER
504 PLAN
MS. MELISSA PERRY
HOMEBOUND
MS. PENNY RATZLAFF
JROTC
CHIEF RANDY CHERRY
MEDIA ISSUES
MS. BONNIE BURKETT
MEDICAL ISSUES
MS. PENNY RATZLAFF
NCVPS
MS. RUFINA RASONOBE
ODYSSEY WARE
MS. RUFINA RASONABE
9
APEX
MS. RUFINA RASONABE
MS. DAPHNE JACOBS
MS. SHANNON CHAMBLEE
PARKING STICKERS
MS. AVA MOORE-DANIELS
PERSONAL AND SOCIAL PROBLEMS
MS. RUFINA RASONABE
MS. DAPHNE JACOBS
MS. SHANNON CHAMBLEE
MS. MELISSA PERRY
PSAT
MS. SHANNON CHAMBLEE
SAT
MS. DAPHNE JACOBS
SCHOLARSHIPS
MS. RUFINA RASONABE/COLLEGE ADVISER
SIGN IN/SIGN OUT
MS. STEPHANIE CHERRY
TESTING
MS. SEBERNIA TURNER
TRANSCRIPTS
MS. RUFINA RASONABE
MS. DAPHNE JACOBS
MS. SHANNON CHAMBLEE
MS. MELISSIA SPIVEY
GRADUATE RECORDS
MS. DAPHNE JACOBS
UNDERCLASSMEN PROGRAMS
MS. DAPHNE JACOBS
MS. SHANNON CHAMBLEE
UPWARD BOUND
MS. SHANNON CHAMBLEE
WORKKEYS
MRS. WANDA COFIELD
10
BERTIE STEM HIGH SCHOOL
WHOM TO SEE ABOUT…
ACADEMIC ISSUES
MS. SHARON TANN
ACT
MS. SHARON TANN
ATHLETICS
MR. RANDY WHITAKER
ATTENDANCE
MS. STEPHANIE CHERRY
BUSES
MS. CLARA LEE
BUS NOTES
MS. STEPHANIE CHERRY
COLLEGE APPLICATIONS
MS. SHARON TANN
DISCIPLINE CONCERNS
MS. DAPHNE WILLIAMS
EDUCATIONAL TALENT SEARCH
MS. SHARON TANN
FINANCIAL AID/FAFSA
MS. SHARON TANN
FEE WAIVERS
MS. SHARON TANN
GRADUATE RECORDS
MS. DAPHNE JACOBS
HOMEBOUND
MS. SHARON TANN
JROTC
CHIEF RANDY CHERRY
MEDIA ISSUES
MS. BONNIE BURKETT
MEDICAL ISSUES
MS. PENNY RATZLAFF
PARKING STICKERS
MS. AVA DANIELS (BHS)
PERSONAL AND SOCIAL PROBLEMS
MS. SHARON TANN
MS. MELISSA PERRY
PSAT
MS. SHARON TANN
SAT
MS. SHARON TANN
SCHOLARSHIPS
MS. SHARON TANN
SENIOR DUES/TRIPS
MS. SHARON TANN
SIGN IN/SIGN OUT
MS. STEPHANIE CHERRY
11
TRANSCRIPTS
MS. SHARON TANN
UNDERCLASSMEN PROGRAMS
MS. SHARON TANN
UPWARD BOUND
MS. SHARON TANN
WORKKEYS
MS. WANDA COFIELD
12
A MESSAGE TO BERTIE HIGH SCHOOL AND STEM
STUDENTS AND PARENTS
This registration handbook is designed to provide information that will help you make an informed decision
about high school courses. Inside are graduation requirements, promotion requirements, admission
requirements to institutions in the University of North Carolina System, NC Scholars requirements, Honor
Graduate requirements, Distinguished Graduate requirements, course descriptions, online classes and other
general information.
We encourage you to read this handbook carefully and think about your future. As a student, consider your
needs, interests, and abilities. Select courses that relate to your plans for the future. It is important to use the
planning worksheet (provided separately) to select courses that form your course of study.
We encourage you as parents and guardians to talk to your children about preparing for their future. Then,
assist your children in selecting courses that best fit their needs, interests, and abilities.
Since high school students’ schedules and teacher assignments are based on courses selected by students, you
must commit to taking the courses you have selected. We will do everything possible to offer the courses that
you have requested. However, we are not always able to offer courses that you have requested, or your
schedule may not allow you to take courses that you may want. Therefore, you must make alternate course
selections. If you do not make course selections or do not have enough alternate course selections, courses
will be assigned by your guidance counselor.
The Bertie High and STEM High School staff is committed to helping you achieve your goals. If you have
any questions about the information contained in this handbook, feel free to contact any member of the
Bertie High or STEM High School staff.
13
BERTIE COUNTY BOARD OF
EDUCATION______________________________
Please note the following policy regarding credit for
courses with a state end-of-course test.
Policy Manual
Policy Identification: Policy 3600
Curriculum and Instruction
Student Promotion and Accountability
High School Exit Standards
Effective beginning with the 2012-2013 school year, students on the high school level who are enrolled in
Math I, English II, And Biology must



meet local attendance standards and
maintain passing grades in the course work, and
score a Level III or above on the state’s end-of-course test
BEFORE CREDIT WILL BE AWARDED FOR THE COURSE.
14
NORTH CAROLINA STATE BOARD OF
EDUCATION______________________________
Policy Manual
Policy Identification:
Priority: High Student Performance
Category: Miscellaneous Graduation Policies
Policy ID Number: HSP-L-006
Policy Title:
Policy for Adequately Informing Ninth Grade Students About Accelerated Preparation for College Entry
Current Policy Date:
11/03/2005
Other Historical Information:
Statutory Reference:
Administrative Procedures Act (APA) Reference Number and Category:
All students will graduate from a rigorous, relevant academic program that equips them with the knowledge,
skills, and dispositions necessary to succeed in both post-secondary education and 21st Century careers and to
be participating, engaged citizens. Academic rigor and relevance are based on established expectations that
ensure that all students develop the capacity to master content that is complex and challenging.
In this environment, school guidance counselors and other guiding adults in the middle and high school
settings







shall provide guidance and information to students about course selections and
requirements prior to ninth grade;
shall know and understand the number and nature of credits required for college entrance;
shall encourage ninth grade students to complete these requirements in less than four years where
feasible and appropriate;
shall help students to set up schedules that promote their early completion (within three years)* of
requirements for college entry, to the extent appropriate for the individual student, as they assist
and advise ninth grade students in annual/semester course selection and in career planning
activities;
shall inform students about opportunities to accelerate completion of graduation requirements
and early college entrance opportunities;
shall provide information in such settings as orientation sessions, class and grade-level meetings,
small group settings, and/or one-to-one sessions; and
shall distribute and explain this information to school staff and parents.
15
DIRECTORY INFORMATION NOTICE______
The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that Bertie County Schools,
with certain exceptions, obtain your written consent prior to the disclosure of personally identifiable
information from your child's education records. However, Bertie County Schools may disclose appropriately
designated "directory information" without written consent, unless you have advised the District to the
contrary in accordance with District procedures. The primary purpose of directory information is to allow
Bertie County Schools to include this type of information from your child's education records in certain
school publications. Examples include:
A playbill, showing your student's role in a drama production;
The annual yearbook;
Honor roll or other recognition lists;
Graduation programs; and
Sports activity sheets, such as for wrestling, showing weight and height of team members.
Directory information, which is information that is generally not considered harmful or an invasion of privacy
if released, can also be disclosed to outside organizations without a parent's prior written consent. Outside
organizations include, but are not limited to, companies that manufacture class rings or publish yearbooks. In
addition, two federal laws require local educational agencies (LEAs) receiving assistance under the
Elementary and Secondary Education Act of 1965 (ESEA) to provide military recruiters, upon request, with
three directory information categories - names, addresses and telephone listings - unless parents have advised
the LEA that they do not want their student's information disclosed without their prior written consent.(1)
If you do not want Bertie County Schools to disclose directory information from your child's education
records without your prior written consent, you must notify the District in writing within the first 30 days of
the school year. Bertie County Schools has designated the following information as directory information:
Student's name
Participation in officially recognized activities and sports
Address
Telephone listing
Weight and height of members of athletic teams
Electronic mail address
Photograph
Degrees, honors, and awards received
Date and place of birth
Major field of study
Dates of attendance
Grade level
The most recent educational agency or institution attended
Footnotes:
1.These laws are: Section 9528 of the ESEA (20 U.S.C. 7908), as amended by the No Child Left Behind Act of
2001 (P.L. 107-110), the education bill, and 10 U.S.C. 503, as amended by section 544, the National Defense
Authorization Act for Fiscal Year 2002 (P.L. 107-107), the legislation that provides funding for the Nation's
armed forces.
16
North Carolina Dropout and Driver’s Licensing
Legislation_________________________________
Students Who Are Affected
The legislation is directed to all North Carolina students under the age of 18 who are eligible
for a driving permit or license. This includes public school, federal school, home school,
private school, and community college students.
Note: A student who: 1) does not meet academic progress standards or 2) drops out of school will
either not be granted the Driving Eligibility Certificate or will lose his/her permit/license.
Dropouts
*An eligible student who drops out of school will either not receive his/her Driving Eligibility
Certificate or will lose his or her driver’s permit or license.
Transfers
*A student who is making adequate progress in school can transfer to a community college or
a non-public school without any consequences. A student who is not making adequate
progress (or drops out of school) and enrolls in a community college or a non-public school
cannot be granted a Driving Eligibility Certificate for a period of six months.
Academic Progress
*A student must earn 3 credits out of the 4 possible credits during each semester of school in
order to receive and/or maintain driver’s license eligibility.
*An exceptional child must be determined by his/her school based IEP team to be making
adequate progress toward obtaining a high school diploma. This is not intended to apply
to exceptional students who do not have the ability to obtain a high school diploma.
17
GENERAL INFORMATION
NO STUDENT WILL BE DENIED THE OPPORTUNITY TO ENROLL IN
ANY COURSE (ACADEMIC, CULTURAL, OR VOCATIONAL) OFFERED
AT BERTIE HIGH SCHOOL BECAUSE OF RACE, COLOR, NATIONAL
ORIGIN, SEX, OR HANDICAPPING CONDITIONS.
All students in grades 9-12 should register for eight courses and two
alternates.
Every effort will be made to schedule students into two core curriculum courses and two
elective courses each semester.
The computer will schedule students for both semesters following registration; therefore,
schedule changes will not be possible at the end of the semester. ONE EXCEPTION:
Students (especially seniors) who fail a required class may repeat the class during the second
semester on a space available basis.
Any student who registers for a course that has a prerequisite must have already passed the
prerequisite course. EXAMPLE: In order to register for Spanish II, a student must have
successfully completed Spanish I.
Some of the courses listed will be offered only if a sufficient number of students register for
the course.
A school counselor will assign courses to any student who does not register.
18
GRADUATION REQUIREMENTS
EXIT STANDARDS EFFECTIVE FOR ALL STUDENTS ENTERING
9TH GRADE in 2011-12 and after
**For all students receiving a diploma**
(Please refer to the Future-Ready Core Graduation Requirements on pages ______)
Diploma:
Future-Ready Core Graduation Requirements
28 Units Minimum (Transfer students are handled on an individual basis)
Successfully complete a graduation project
Level III or above on 3 EOC Tests (Biology/ English II, and Math I)
Graduation Certificate: Awarded to seniors who have completed the units of credit based on their ability,
not the Standard Course of Study. These students are exempt from all state testing.
Future-Ready Core Graduation Requirements
From the time students enter kindergarten, they are preparing for high school graduation.
To make sure students stay on track for a high school diploma, please remember that every high
school student must meet state course and credit requirements in addition to any local requirements.
Please see the tables on the succeeding pages and look for the section when a student entered Ninth
Grade for the first time.
19
For 9th Graders Entering in 2012-13 and Later
Two Courses of Study Leading to One Diploma
CONTENT AREA
English
Mathematics
Science
Social Studies
Health & PE
World Languages
Electives or other
requirements
FUTURE - READY CORE
Course of Study Requirements
4 credits:
I, II, III, IV or a designated combination of 4
courses
4 credits:
(Algebra I, Geometry, Algebra II) OR
(Math I, II, III)
4th Math Course can be aligned with the
student’s post high school plans
3 credits:
Earth Science, Biology, Physical Science
4 credits:
Civics & Economics, World History,
American History I: Founding Principle &
American History II OR
AP US History
1 credit:
Health/Physical Education
Not required for high school graduation. A
two-credit minimum is required for admission
to a university in the UCS system
6 credits required:
2 elective credits of any combination from
either:
Career and Technical Education (CTE)
Arts Education
World languages
4 elective credits strongly recommended
(4 courses concentration) from one of the
following:
Career and Technical Education (CTE)
JROTC
Arts Education
World languages
FUTURE- READY OCCUPATIONAL
Course of Study Requirements
4 credits:
OCS English I, II, III, IV
3 credits:
OCS Introduction to Mathematics
OCS Algebra I
OCS Financial Management
2 credits:
OCS Applied Science
OCS Biology
2 credits:
OCS American History I
(Government/US History)
OCS American History II
(Self-Advocacy/Problem Solving)
1 credit:
Health/Physical Education
Not required
6 credits
Occupational Preparation:
OCS Prep I, II, III, IV
Elective credits / completion of IEP
objectives/Career Portfolio required
4 credits:
Career/Technical Education electives
Career/Technical
Arts Education (Dance,
Recommended:
Music, Theatre, Visual
Arts
TOTAL
At least one credit in an arts discipline and /
or requirements by local decision
22 Credits plus any local requirements
22 Credits plus any local requirements
20
Future-Ready Core
Sample High School Plan
English I
Algebra I / Math I
Earth/Environmental Science
World History
Health & PE
CTE Elective
Elective
Elective
English II
Geometry / Math II
Biology
Civics and Economics
CTE Elective
CTE Elective
Elective
Elective
English III
Algebra II / Math III
Physical Science
America History I
CTE Elective
CTE Elective
Elective
Elective
English IV
A 4th math
American History II/ AP US History
Second Language (recommended)
CTE Elective
CTE Elective
Elective
Elective
SENIOR PROJECT additional local requirement for graduation.
Future-Ready Occupational
Sample High School Plan
OCS English I
OCS Intro Math
OCS Applied Science I
OCC Prep I
OCS American History I
Health & PE
Elective
Elective
OCS English II
Algebra I/Math I
OCS Biology
OCC Prep II-A
OCC Prep II-B
Social Studies II
CTE Elective
CTE Elective
OCS English III
OCS Financial Management
OCC Prep III-A
OCC Prep III-B
CTE Elective
CTE Elective
Elective
Elective
OCS English IV
OCS American History II
OCC Prep IV
CTE Elective
CTE Elective
Elective
Elective
Elective
Required Training and Paid Employment Hours: 900 hours
School Based Training (SBT):
Community Based Training (CBT):
Paid Employment:
300 hours
240 hours
360 hours
21
For 9th Graders Entering in 2010 & 2011-12
Two Courses of Study Leading to One Diploma
CONTENT AREA
English
Mathematics
Science
Social Studies
Health & PE
World Languages
Electives or other
requirements
FUTURE - READY CORE
Course of Study Requirements
4 credits:
I, II, III, IV or a designated combination of 4
courses
4 credits:
(Algebra I, Geometry, Algebra II) OR
(Math I, II, III)
4th Math Course can be aligned with the
student’s post high school plans
3 credits:
Earth Science, Biology, Physical Science
4 credits:
Civics & Economics, World History,
US History
1 credit:
Health/Physical Education
Not required for high school graduation. A
two-credit minimum is required for admission
to a university in the UCS system
6 credits required:
2 elective credits of any combination from
either:
Career and Technical Education (CTE)
Arts Education
World languages
4 elective credits strongly recommended
(4 courses concentration) from one of the
following:
Career and Technical Education (CTE)
JROTC
Arts Education
World languages
FUTURE- READY OCCUPATIONAL
Course of Study Requirements
4 credits:
OCS English I, II, III, IV
3 credits:
OCS Introduction to Mathematics
OCS Algebra I
OCS Financial Management
2 credits:
OCS Applied Science
OCS Biology
2 credits:
OCS American History I
(Government/US History)
OCS American History II
(Self-Advocacy/Problem Solving)
1 credit:
Health/Physical Education
Not required
6 credits
Occupational Preparation:
OCS Prep I, II, III, IV
Elective credits / completion of IEP
objectives/Career Portfolio required
4 credits:
Career/Technical Education electives
Career/Technical
Arts Education (Dance,
Recommended:
Music, Theatre, Visual
Arts
TOTAL
At least one credit in an arts discipline and /
or requirements by local decision
21 Credits plus any local requirements
22 Credits plus any local requirements
22
Future-Ready Core
Sample High School Plan
English I
Algebra I / Math I
Earth/Environmental Science
World History
Health & PE
CTE Elective
Elective
Elective
English II
Geometry / Math II
Biology
Civics and Economics
CTE Elective
CTE Elective
Elective
Elective
English III
Algebra II / Math III
Physical Science
America History I
CTE Elective
CTE Elective
Elective
Elective
English IV
A 4th math
American History II/ AP US History
Second Language (recommended)
CTE Elective
CTE Elective
Elective
Elective
SENIOR PROJECT additional local requirement for graduation.
Future-Ready Occupational
Sample High School Plan
OCS English I
OCS Math
OCS Applied Science I
OCC Prep I
OCS American History I
Health & PE
Elective
Elective
OCS English II
OCS Algebra I
OCS Biology
OCC Prep II-A
OCC Prep II-B
Social Studies II
CTE Elective
CTE Elective
OCS English III
OCS Financial Management
OCC Prep III-A
OCC Prep III-B
CTE Elective
CTE Elective
Elective
Elective
OCS English IV
OCC American History II
OCC Prep IV
CTE Elective
CTE Elective
Elective
Elective
Elective
Required Training and Paid Employment Hours: 900 hours
School Based Training (SBT):
Community Based Training (CBT):
Paid Employment:
300 hours
240 hours
360 hours
23
DISTANCE LEARNING PROGRAM
North Carolina Career & College Promise
Session Law 2011-145, The Appropriation Act of 2011, authorizes the State Board of Education and the State
Board of Community Colleges to establish the Career and College Promise, effective Jan. 1, 2011.
Career & College Promise provides seamless dual enrolment educational opportunities to eligible North
Carolina high school students in order to accelerate completion of college certificates, diplomas, and associate
degrees that lead to college transfer to provide entry-level job skills. North Carolina community colleges may
offer the Career and College Promise pathways aligned with the k-12 curriculum and career and college
promise ready standards adopted by the State Board of Education.

A Core 44 College Transfer Pathway leading to a minimum of 30 hours college transfer credit;

A Career and Technical Education Pathway leading to a certificate, diploma or degree

A Cooperative Innovative High School Pathway approved under Part 9 of Article 16
Chapter 115C of the General Statutes
North Carolina Virtual Public Schools (NCVPS)
NCVPS provides students with expanded academic options by offering online courses (AP, Honors, World
Languages, etc.), online services such as test preparation, career planning services, credit recovery, and
Occupational Course of Study (OCS) courses to North Carolina students. By virtue of the online course
delivery, students from all areas of the state will now have access to courses and highly qualified teachers in
subjects that they may not have available at their local school.
Students who are interested in distance learning programs or online classes may see their counselor
for academic/career planning or advising.
24
North Carolina Academic Scholars Program
HISTORY
In March 1983, the State Board of Education approved the North Carolina Scholars
Program to begin with the 1983-84 school year. In March, 1990, the State Board of
Education revised the program and re-designated it the North Carolina Academic
Scholars Program. Again, the State Board of Education revised program
requirements in August 2002 to make it more consistent with graduation
requirements and promote rigorous academic study. The current plan will remain
in effect for students who entered the ninth grade for the first time in or after 20032004. Students who complete the requirements for an academically challenging
high school program will be named North Carolina Academic Scholars and receive
special recognition.
Recognition
The students who qualify for this special recognition

will be designated by the State Board of Education as North Carolina
Academic Scholars.

will receive a seal of recognition attached to their diplomas.

may receive special recognition at graduation exercises and other community
events.

may be considered for scholarships
business/industrial community.

may use this special recognition in applying to post-secondary institutions.
(Candidates are identified by the end of grade 11 and their candidacy can be
included in application forms and/or transcripts sent to these institutions.)
from
the
local
and
state
25
North Carolina Academic Scholars
Program Plan
(Suggested Revision)
The following revised plan is effective for students who enter the ninth grade for the
first time in or after 2012-13
Students
must:





begin planning for the program before entering grade 9 to ensure they obtain the
most flexibility in their courses.
complete all the requirements of this North Carolina Academic Scholars Program.
have an overall four-year unweighted grade point average of 3.50
complete all requirements for a North Carolina high school diploma.
Credits
The following designated number of credits per subject area listed
below must be taken in grades 9-12.
4
English I,II,III,IV
4
Mathematics (Algebra I, Algebra II, Geometry, and a higher level math
course with Algebra II as prerequisite OR Integrated Mathematics I, II, III,
and a higher level mathematics course with Integrated Mathematics III as
prerequisite)
3
Science (a Physics or Chemistry course, Biology, and an
Earth/Environmental Science course)
4
Social Studies (World History, Civics/Economics, American History I & II)
1
Healthful Living
6
Two (2) elective credits in a second language required for the UNC system
Four (4) elective credits constituting a concentration from one of the ff:
CTE, JROTC, Arts Education, Second Languages, any other subject area.
3
Higher level courses taken during junior and / or senior years which carry 5
or 6 quality points such as:
AP, IB, dual or college equivalent course, advanced CTE credentialing
courses, online courses, other honors or above designated courses. OR
2
Higher level courses taken during junior and / or senior years which carry 5
or 6 quality points such as:
AP, IB, dual or college equivalent course, advanced CTE credentialing
courses, online courses, other honors or above designated courses AND
Completion of The North Carolina Graduation Project.
NOTE: Verification from DPI is necessary to make this in effect.
26
UNDERCLASSMEN PROMOTION REQUIREMENTS
PROMOTION TO 10TH GRADE: 7 minimum units, including English; this applies to all students entering
9th grade in 2009-2010 or beyond.
PROMOTION TO 11TH GRADE: 12 minimum units including English I and II, two units of math, a
science, and social studies
PROMOTION TO 12TH GRADE: 20 minimum units including English I, II, and III, and three units of
math. In addition to the English and unit requirements, students must be in a position to be enrolled in the
required courses for graduation.
27
PRINCIPAL’S LIST AND HONOR ROLLS
Honor rolls for each nine weeks shall be posted in all schools for grades four through twelve.
Principal’s List:
shall include all students who have earned 93-100 in all subjects.
A Honor Roll:
shall include students who have a 93 or above average when all courses
are averaged, with no grade lower than an 85.
B Honor Roll:
shall include students who have at least an 85 average when all courses
are averaged, with no grade lower than an 85.
Students receiving an incomplete for a nine weeks grade for failure to complete all assignments shall not be
eligible for Honor Roll or Principal’s List.
HONOR GRADUATES
Students who have a cumulative unweighted grade point average (GPA) of 3.10 or above on a 4.0 scale
by the end of the final semester of their senior year, and a minimum of twelve (12) advanced level courses,
will be named Honor Graduates. See the chart on page 24 for a listing of courses that students can choose to
take if they elect to be an honor graduate.
In addition to the Honor Graduate Policy, any student who has met the requirements of the University of
North Carolina University System may also be recognized as Distinguished Graduates in the following
categories:
WITH PRAISE
(CUM LAUDE)
WITH HIGH PRAISE
(MAGNA CUM LAUDE)
WITH HIGHEST PRAISE (SUMMA CUM LAUDE)
3.00 THROUGH 3.49
3.50 THROUGH 3.74
3.75 THROUGH 4.00
The Valedictorian and Salutatorian must have been students of Bertie High School for a minimum of four (4)
complete semesters, (two years), and they must have met all of the other Honors requirements at Bertie High
School. (This began with the senior class of 2004-05).
28
BERTIE HIGH AND BERTIE STEM SCHOOL
WEIGHTED COURSES
LANGUAGE ARTS
ENGLISH I HONORS
ENGLISH II HONORS
ENGLISH III HONORS
ENGLISH IV HONORS
DEBATE
ADVANCED PLACEMENT LANGUAGE AND COMPOSITION (AP)*
ADVANCED PLACEMENT LITERATURE AND COMPOSITION (AP)*
SECOND LANGUAGE
SPANISH III
SPANISH IV
SOCIAL STUDIES
WORLD HISTORY HONORS
CIVICS AND ECONOMICS HONORS
AMERICAN HISTORY I HONORS
AMERICAN HISTORY II HONORS
AP U.S. HISTORY*
MATHEMATICS
MATH II HONORS
MATH III HONORS
PRE-CALCULUS
CALCULUS
AP CALCULUS*
PROBABILITY AND STATISTICS
AP STATISTICS
DISCRETE MATH (STEM ONLY)
SCIENCE
EARTH/ENVIRONMENTAL SCIENCE HONORS
BIOLOGY HONORS
CHEMISTRY HONORS
BIOTECHNOLOGY
ANATOMY AND PHYSIOLOGY
PHYSICS HONORS
SPECIAL INTEREST SCIENCE - FORENSICS
ADVANCED BIOLOGY HONORS
AP BIOLOGY*
AP ENVIRONMENTAL SCIENCE
ALL COLLEGE COURSES
*STARRED COURSES ARE ON A 6.0 SCALE. ALL OTHER COURSES ARE ON A 5.0 SCALE.
29
BERTIE HIGH AND BERTIE STEM SCHOOL
HONOR GRADUATE COURSES
UNWEIGHTED* AND WEIGHTED
LANGUAGE ARTS
ENGLISH I HONORS
ENGLISH II HONORS
ENGLISH III HONORS
ENGLISH IV HONORS
DEBATE
ADVANCED PLACEMENT LITERATURE AND COMPOSITION (AP)
SECOND LANGUAGE
SPANISH I*
SPANISH II*
SPANISH III
SPANISH IV
SOCIAL STUDIES
WORLD HISTORY HONORS
CIVICS AND ECONOMICS HONORS
AMERICAN HISTORY I
AMERICAN HISTORY II
AP U.S. HISTORY
MATHEMATICS
MATH I*
MATH II HONORS
MATH III HONORS
MATH IV*
ADVANCED FUNCTIONS AND MODELING*
PRE-CALCULUS
CALCULUS
AP CALCULUS
PROBABILITY AND STATISTICS
AP STATISTICS
DISCRETE MATH (STEM ONLY)
SCIENCE
EARTH/ENVIRONMENTAL SCIENCE HONORS
BIOLOGY HONORS
CHEMISTRY*
CHEMISTRY HONORS
ANATOMY AND PHYSIOLOGY
BIOTECHNOLOGY
PHYSICS HONORS
SPECIAL INTEREST SCIENCE - FORENSICS
ADVANCED BIOLOGY HONORS
AP BIOLOGY
AP ENVIRONMENTAL SCIENCE
30
Bertie High School and STEM High School
LANGUAGE ARTS__________________________
COURSE: ENGLISH I 10212X0C
GRADE: 9
PREREQUISITE: NONE
CREDIT: 1
Students in English I explore the ways that audience, purpose, and context shape oral communication, written
communication, and media and technology. While emphasis is placed on communicating for purpose of
personal expression, students also engage in meaningful communication for expressive, expository,
argumentative, and literary purpose. In English I, students will:
 Express reflections and reactions to literature and to personal experience.
 Explain meaning, describe processes, and answer research questions.
 Evaluate communication and critique texts.
 Make and support an informed opinion.
 Participate in conversations about written analysis of literary genres, elements, and traditions.
 Use knowledge of language and standards of grammatical conventions.
COURSE: FOUNDATIONS OF ENGLISH II/LANGUAGE ARTS I 10292X0C2
GRADE: 10
PREREQUISITE: ENGLISH I
CREDIT: 1(Elective Credit)
Foundations of English II is an elective designed to ease the transition from English I to English II. The
decision to take English throughout the entire school year is one that will allow students to focus on the
fundamentals of grammar and writing, vocabulary acquisition, and reading comprehension. We will work to
build the analytical skills necessary to succeed in the upcoming English II semester and on the EOC by
reading poetry, historical documents, short stories, drama, and a novella. We will also view print and nonprint media as a type of literature in which we may use many of the same skills as traditional literature. To
connect our reading and writing, we will focus on writing sentences, paragraphs, and short essays on
literature-based questions. Homework in the first semester of Foundations will be minimal; this will change
when we transition to Standard English II in the spring.
31
COURSE: ENGLISH II 10222X0C
GRADE: 10
PREREQUISITE: ENGLISH I
CREDIT: 1
Students in English II will read, discuss, and write about both classical and contemporary world literature
(excluding British and American authors) through which students will identify cultural significance. They will
examine pieces of world literature in a cultural context to appreciate the diversity and complexity of world
issues and to connect global ideas to their own experiences. Students will continue to explore language for
expressive, explanatory, critical, informational, argumentative and literary purposes, although emphasis will be
placed on informational contexts. In addition to literature studies, students will:
 Examine non-literary texts related to cultural studies.
 Research materials to use primarily in clarifying their own explanatory responses to situations in
literary-based issues.
 Critically interpret and evaluate experiences, literature, language, and ideas.
 Use standard grammatical conventions and select features of language appropriate to purpose,
audience, and context of the work.
COURSE: ENGLISH III 10232X0C
GRADE: 11
PREREQUISITE: ENGLISH II
CREDIT: 1
Students in English III analyze United States literature as it reflects social perspective and historical
significance by continuing to use language for expressive, expository, argumentative, and literary purposes.
The emphasis in English III is critical analysis of texts through reading, writing, speaking, listening, and using
media. In addition, the students will:
 Relate the experiences of others to their own.
 Research the diversity of American experience.
 Examine relationships between past and present.
 Build increasing sophistication in defining issues and using argument effectively.
 Create products and presentations which maintain standard conventions of written and oral
language.
COURSE: ENGLISH IV 10242X0C
GRADE: 12
PREREQUISITE: ENGLISH III
CREDIT: 1
Students in English IV will integrate all the language arts skills gained throughout their education. The
curriculum both affirms these skills and equips the students to be life-long learners. Students continue to
explore expressive, expository, argumentative, and literary contexts with a focus on British literature. The
emphasis in English IV is on argumentation by developing a position of advocacy through reading, writing,
speaking, listening, and using media. Students will:
 Express reflection and reactions to texts.
 Explain principles inspired by the curriculum.
 Interpret and qualify texts.
 Research and address issues of public or personal concern.
32

Create products and presentations which maintain standard conventions of the written and spoken
language.
Course Name:
Grades:
Prerequisite:
Theatre Arts I (Beginning) 53152X0C
9-12
None
Course Description:
Theatre Arts I promotes learning the essential vocabulary and processes of theatre as well as reading, writing,
and researching theatre literature, acting and technical theatre. In addition, students learn about and reflect on
aspects of theatre through history and in different cultures, as well as the various forms of theatre and theatrerelated media. Students have opportunities for practical application of knowledge and informal productions.
This course develops creativity and spontaneity in those students wanting to explore theatre, as well as those
who wish to commit to a theatre program.
Course Name:
Grades:
Prerequisite:
Theatre Arts (Intermediate)
9-12
Theatre Arts I
53162X0
Course Description:
Theatre Arts II follows Theatre Arts I and is for students who wish to continue their exploration of theatre
arts. It is a more detailed study of theatre vocabulary, reading and writing of theatre literature, acting, and
technical theatre. The acting experience in Theatre Arts II furthers the exploration of the concepts of self,
body and voice work, improvisations, acting techniques and reading and writing. In addition, students analyze
and critique work developed by themselves or other students, as well as that generated throughout history and
in various cultures. This course develops students’ knowledge base, expands their understanding of theatre,
and begins the application of learning in forms of theatre and theatre-related media through informal and
formal productions.
ENGLISH HONORS COURSES
Students may elect to take the following English courses in lieu of the regular courses described. The content and pace of these
courses are more advanced than the regular English courses. These courses will meet graduation and admission requirements.
Students taking these courses will be expected to meet the following criteria:
1. High level of self-motivation;
2. High level of independent thinking and insight (ability to interpret, compare, analyze, synthesize, and apply
concepts, as well as facts);
3. Inquisitive mind (reluctant to accept facts and information as purely memory work to regurgitate); and
4. Exemplary scholastic record.
The following are recommended in order for a student to enter English Honors I.
1. Teacher recommendation
2. Completion of summer reading assignments (novels or nonfiction)
33
*
In addition students and their parent/guardian will be required to meet with the English Honors
teacher to review high expectations for student performance.
The following are recommended in order for a student to enter English Honors II
1. Successful completion of English I
2. Teacher recommendation
3. Completion of summer reading assignments (novels or nonfiction)
* In addition students and their parent/guardian will be required to meet with the English Honors
teacher to review high expectations for student performance.
The following are recommended in order for a student to enter English Honors III
1. Successful completion of English II
2. Teacher recommendation
3. Completion of summer reading assignments (novels or nonfiction)
4. Effective completion of a critical analysis (essay) of one of the summer readings
* In addition students and their parent/guardian will be required to meet with the English Honors
teacher to review high expectations for student performance.
The following are recommended in order for a student to enter English Honors IV
1. An unweighted “B” average in English Honors III
2. Teacher recommendation
3. Completion of summer reading assignments (novels or nonfiction)
4. Showcase portfolio showing writing growth from the beginning of 11th grade year until the end – expansion of pieces in
journal or essays written during the year
* In addition students and their parent/guardian will be required to meet with the English Honors
teacher to review high expectations for student performance.
The following are recommended in order for a student to enroll in Advanced Placement Language and Composition/Advanced
Placement Literature and Composition
1. An unweighted “B” average in English Honors III or an unweighted “A” in academic English III
2. Teacher recommendation
3. Showcase portfolio showing writing growth from beginning of 11th grade year until the end – expansion of pieces in
journal or essays written during the year
4. Score 5 out of 9 on a writing prompt graded by the English Department teachers
COURSE: ENGLISH I HONORS 10215X0C
GRADE: 9
PREREQUISITE: LISTED ABOVE
CREDIT: 1
Students in English I Honors will explore literature more widely and deeply, including more challenging
and/or complete print and non-print texts. English I Honors fosters intellectual curiosity by encouraging
students to generate thought-provoking questions and topics and to research diverse sources. English I
Honors will require students to work as self-directed and reflective learners, both independently and in
groups as leaders and collaborators. Higher level thinking skills will be emphasized through interdisciplinary
and critical perspectives as reflected in the quality of student performance in oral language, written language,
and other media/technology. Emphasis will be placed on personal expression.
34
COURSE: ENGLISH II HONORS 10225X0S
GRADE: 10
PREREQUISITE: LISTED ABOVE
CREDIT: 1
Students in English II Honors will examine pieces of classical and contemporary world literature to develop
an appreciation for the cultural significance, diversity, and complexity of world issues, and to connect global
ideas to their own experiences. However, emphasis will be placed upon preparation for the North Carolina
Tenth Grade Writing Assessment, which evaluates students’ ability to offer a satisfactory essay response to an
informational writing prompt that requires students to write a definition, cause-effect, or problem-solution
essay.
COURSE: ENGLISH III HONORS 10235X0C
GRADE: 11
PREREQUISITE: LISTED ABOVE
CREDIT: 1
English III Honors analyzes and explores United States literature more widely and deeply. It includes more
challenging and/or complete print and non/print texts. This course fosters intellectual curiosity through
thought-provoking questions and topics, requiring students to research diverse sources. Higher level thinking
skills are emphasized. Students analyze United States literature as it reflects social perspective and historical
significance by continuing to use language for expressive, expository, argumentative, and literary purposes.
The emphasis in English III Honors is critical analysis of text through reading, writing, speaking, listening,
and using media.
COURSE: ENGLISH IV HONORS 10245X0C
GRADE: 12
PREREQUISITE: LISTED ABOVE
CREDIT: 1
Students in English IV Honors will explore British literature more widely and deeply, including more
challenging and/or complete print and non-print texts. English IV Honors fosters intellectual curiosity by
encouraging students to generate thought-provoking questions and topics and to research diverse sources.
English IV Honors will require students to work as self-directed and reflective learners, both independently
and in groups as leaders and collaborators. Higher level thinking skills will be emphasized through
interdisciplinary and critical perspectives as reflected in the quality of student performance in oral language,
written language, and other media/technology.
COURSE: ADVANCED PLACEMENT LITERATURE AND
COMPOSITION (AP)
10367X0C
GRADE: 12
PREREQUISITE: ENGLISH IV HONORS
CREDIT: 1
This course will engage students in the careful reading and critical analysis of imaginative literature. Through
the close reading of selected texts, students will deepen their understanding of the ways writers use language
to provide both meaning and pleasure to their readers. As they read, students should consider a work’s
structure, style, and themes as well as such smaller scale elements as the use of figurative language, imagery,
symbolism, and tone.
35
COURSE: DEBATE HONORS
10185X0C
GRADES: 11-12
PREREQUISITE: NONE
CREDIT: 1
This course is designed to strengthen the student’s skills as a persuasive speaker. Students will learn the
process that is needed to construct a strong argument and how to break down and refute opposing
arguments. Students will be introduced to a variety of informal and formal debate formats. In addition,
students will compose persuasive, argumentative, and point-of-view essays. Writing, vocabulary, research,
and speaking skills will also be developed. Upon completion of the course, students will be able to form and
use rational arguments both for and against controversial issues, support an argument with documented
evidence and present ideas clearly and concisely.
Bertie High School and STEM High School
SECOND LANGUAGE_____________________
Students who plan to take two years of a second language are encouraged to begin as juniors. Students who
desire three years of a second language are encouraged to begin as sophomores. Students who intend to take
four years of a second language are advised to begin as freshmen.
COURSE: SPANISH I 11412X0C
GRADES: 9-11
PREREQUISITE: NONE
CREDIT: 1
Spanish is a college preparatory course that prepares students for college placement exams. The first level is
an introduction to the language and culture of Hispanic America and Spain. The outline includes basic
grammar (including simple parts of speech and verb conjugation), approximately 800 vocabulary words, and
projects.
COURSE: SPANISH II 11422X0
GRADES: 10-12
PREREQUISITE: SPANISH I
CREDIT: 1
Spanish II is a college-prep course that increases emphasis on preparation for college placement exams. The
outline includes intermediate grammar (including more difficult parts of speech and conjugation of different
tenses), approximately 550 vocabulary words, mandatory speaking/listening opportunities, and extensive
projects on Spain and Latin America.
COURSE: SPANISH III 11435X0
GRADES: 11-12
PREREQUISITE: SPANISH II
CREDIT: 1
Spanish III continues the emphasis on preparation for college placement exams. The outline includes
advanced grammar study (including the compound and complex tenses as well as subjunctive), extensive
culture study (including geography, culture, literature, and history), and advanced vocabulary.
36
COURSE: SPANISH IV 11445X0C
GRADE: 12
PREREQUISITE: SPANISH III
CREDIT: 1
A major focus of Spanish IV is to enable students to communicate in writing and in extended conversations
on a variety of topics. Students begin to narrate, discuss, and support fairly complex ideas and concepts using
concrete facts and topics in a variety of time. Another emphasis of Spanish IV is on culture and literature.
Short stories, poetry, excerpts from various periods of literature, current events, and authentic materials are
included. Emphasis is placed on independent reading. Finer points of grammar are studied to aid oral and
written communication. There is more in depth study of the target culture(s) and their influence throughout
the world. Students are able to connect the target language to other disciplines and can compare it to their
own. Finally, students are able to use the language inside and outside of the classroom setting.
Bertie High School Only
MATHEMATICS___________________________
COURSE: ADVANCED FUNCTIONS AND MODELING 24002X0C
GRADES: 11-12
PREREQUISITE: ALGEBRA II
CREDIT: 1
Advanced functions and modeling provides students an in-depth study of modeling and applying functions.
Home, work, recreation, consumer issues, public policy, and scientific investigations are just a few of the areas
from which applications should originate. Appropriate technology, from manipulatives and calculators
should be used regularly for instruction and assessment.
Bertie High School and STEM High School
COURSE: MATHEMATICS I 21032X0
GRADES: 9
PREREQUISITE: Introductory Math recommended
CREDIT: 1
This course provides students the opportunity to study traditional topics from algebra, geometry,
probability, and statistics in a problem-centered, connected approach. Students will be expected to
describe and translate among graphic, algebraic, numeric, tabular, and verbal presentations of
relationships and use those representations to solve problems. Appropriate technology, from
manipulatives to calculators and applicable software, should be used regularly for instruction and
assessment.
37
COURSE: MATHEMATICS II 22012X0
GRADES: 10
PREREQUISITE: Math I
CREDIT: 1
This course continues students’ study of topics from algebra, geometry, and statistics in a problemcentered connected approach. Functions, matrix operation, and algebraic representations of geometric
concepts are the principle topics of study. Students will be expected to translate among graphic, algebraic,
numeric, tabular, and verbal presentations of relationships and use those representations to solve
problems. Appropriate technology, from manipulatives to calculators and applicable software, should be
used regularly for instruction and assessment.
COURSE: MATHEMATICS III
GRADES: 11
PREREQUISITE: MATH II
CREDIT: 1
23012X0
This course continues students’ study of topics from algebra, geometry, and statistics in a problemcentered connected approach. Functions and deductive methods of proof with geometric concepts are the
principle topics of study. Students will be expected to describe and translate among graphic, algebraic,
numeric, tabular and verbal presentations of relationships and use those representations to solve problems.
Appropriate technology, from manipulatives to calculators and applicable software, should be used
regularly for instruction and assessment.
COURSE: MATHEMATICS IV
GRADES: 12
PREREQUISITE: MATH III
CREDIT: 1
This course focuses on standards throughout high school and earlier, including Algebra I, statistics,
geometry and the Algebra II standards agreed to as essential college and career-readiness standards for
non-STEM math courses. This class is designed to be taught in a new engaging way, based heavily on
conceptual teaching and learning. Appropriate technology, from manipulatives to calculators and
applicable software, will be used regularly for instruction and assessment. This course will meet the UNC
System fourth math credit
38
MATHEMATICS HONORS COURSES
Students may elect to take the following math courses in lieu of the Geometry and Algebra II courses described earlier. The
content and pace of these courses are more advanced than the regular Geometry and Algebra II courses. These courses will meet
graduation and college admissions requirements. Students taking these courses will be expected to meet the following criteria:
1. Mastery level of math computation skills and basic concepts;
2. High level of self-motivation;
3. High level of independent thinking and insight (ability to interpret, compare, analyze, synthesize, and apply concepts, as
well as facts);
4. Inquisitive mind (reluctant to accept facts and information as purely memory work to regurgitate); and
5. Exemplary scholastic record.
COURSE: PRE-CALCULUS 24035X0C
GRADES: 10-12
PREREQUISITE: 85 AVERAGE IN ALGEBRA II OR ADVANCED FUNCTIONS
AND MODELING
CREDIT: 1
REQUIRED: TI-83 GRAPHING CALCULATOR
The main thrust of this course is the study of functions including polynomial functions, inverse functions,
exponential and logarithmic functions, and trigonometric functions. Other topics studied include circular
trigonometry, conic sections, system of second-degree equations, matrices and sequences and series. A
thorough knowledge of advanced algebra, graph paper, and access to a scientific calculator are needed.
Bertie High School and STEM High School
COURSE: CALCULUS Honors 25005X0SVC
GRADE: 11-12
PREREQUISITE: PRE-CALCULUS
CREDIT: 1
REQUIRED: TI-83 GRAPHING CALCULATOR
This course is designed for those students who anticipate taking calculus as their first mathematics course in
college. Topics include polynomial functions, limits, derivatives, monotonicity and concavity, differentials
and related rates, antiderivatives, and their applications, and definite integrals and their applications. This
course will be offered only if a minimum of 10 students is enrolled.
39
COURSE: AP CALCULUS AB
25017X0C
GRADE: 12
PREREQUISITE: CALCULUS
CREDIT: 1
REQUIRED: TI-83 GRAPHING CALCULATOR
AP Calculus is a course in introductory calculus with elementary functions. Topics are covered in more depth
than in calculus. Topics covered are inverse functions, periodic functions, odd and even functions, one-sided
limits, limits at infinity, infinite limits, derivatives, optimization problems, rate-of-change problems,
antiderivatives, and definite integrals.
40
SCIENCE__________________________________
Bertie High School and STEM High School
COURSE: EARTH/ENVIRONMENTAL SCIENCE 35012X0C
GRADES: 9
PREREQUISITE: NONE
CREDIT: 1
Earth/environmental science is a course that is required for graduation beginning with the class of 2004. This
course studies the earth’s deposits and formations. It also covers geology, meteorology, (atmospheric
phenomena and weather forecasting), oceanography (ocean phenomena), astronomy, space exploration, and
the earth’s resources and environment.
COURSE: PHYSICAL SCIENCE 34102X0
GRADES: 10
PREREQUISITE: ALGEBRA I
CREDIT: 1
Physical science is a study of the forces of nature that affect and control matter. In the chemistry aspect
students learn about the structure and behaviors of matter; in the physics aspect students learn about motion,
forces, and energy. Hands-on activities and technology are incorporated in the teaching of the goals and
objectives.
COURSE: BIOLOGY 33202X0C
GRADES: 11-12
PREREQUISITE: EARTH/ENVIRONMENTAL SCIENCE AND PHYSICAL
SCIENCE
CREDIT: 1
This course will cover concepts such as matter, cells, DNA, heredity, genetic engineering, evolution, major
phyla of organisms from bacteria to plants to animals, and ecology. The concepts will include labs and some
research projects. This course is required for graduation.
41
SCIENCE HONORS COURSES
Students enrolled in Honors Science courses will be held to higher academic standards and rigor as
mandated by the North Carolina Department of Public Instruction. It is imperative that honors students
read ahead of class, study their notes daily, prepare accurate lab reports, do proper research, and
complete all of their homework as assigned. Activities, projects, research and assignments that go
beyond the standard course of study for non-honors classes will be an integral part of the honors course
work. Honors students will be held to high academic standards, honesty, and scholarship. They will be
expected to excel in their studies through self-motivation, time-management, and acceptance of their
personal responsibility to put forth their best effort.
COURSE: EARTH/ENVIRONMENTAL SCIENCE HONORS 35015X0C
GRADE: 9
PREREQUISITE: NONE
CREDIT: 1
Honors earth/environmental science is a fast-paced introductory course that concentrates on the
composition of the earth, environmental issues, astronomy, weather, and the evolutionary process of the
planet. Students enrolled in this class will participate in numerous hands-on activities and projects as well as
the usual classroom assignments. Earth/environmental science is required for graduation.
COURSE: BIOLOGY HONORS 33205X0CHN
GRADES: 10-12
PREREQUISITE: 85 AVERAGE IN EARTH/ENVIRONMENTAL
(PREFERABLY HONORS) OR TEACHER
RECOMMENDATION
CREDIT: 1
This course will cover concepts such as matter, cells, DNA, heredity, genetic engineering, evolution, major
phyla of organisms from bacteria to plants to animals, and ecology. The concepts will be in-depth and at a
faster pace, with labs that require written reports and major research projects. This course meets the biology
requirement for graduation.
COURSE: CHEMISTRY HONORS 34205X0C
GRADES: 10-12
PREREQUISITE: 85 AVERAGE IN PHYSICAL SCIENCE HONORS), 85 OR ABOVE
IN MATHEMATICS HONORS COURSES, AND/OR TEACHER
RECOMMENDATION
CREDIT: 1
Honors chemistry is an honors course designed to give students a more conceptual and in-depth
understanding of the structure of matter. Other concepts include chemical reactions, the conservation of
energy in these reactions, transformation, composition, structure, and properties of substances. The course
integrates inquiry and technology to explore the world of chemistry. Students are expected to work
independently on a variety of assignments and accept greater responsibility for their learning than in the
normal chemistry course. They are also expected to design and complete at least one in-depth independent
study of selected chemistry-directed questions. Learning is enhanced by laboratory experiences and
42
technology. Students are expected to read up-to-date published journals or other research pertaining to
chemistry. This course will prepare students who are willing to work hard to be successful in college and
pursue a career in the physical sciences, technologies, and/or in the medical fields.
COURSE: FORENSICS 30205X0CF
GRADES: 11-12
PREREQUISITES: 85 OR HIGHER IN BIOLOGY
CREDIT: 1
This is an introductory course in Forensic Science. Students will learn the basics of how to process a crime
scene and how to interpret the evidence gathered at a crime scene. Topics include: blood typing,
fingerprinting, DNA profiling, drugs, ballistics, arson and explosive devices, bioterrorism, document and
voice examination, trace materials, soil analysis, and personal identification. Supplemental readings will be
required.
COURSE: ANATOMY & PHYSIOLOGY 33305X0C
GRADES: 10-12
PREREQUISITE: 85 IN BIOLOGY (PREFERABLY HONORS) AND/OR
TEACHER RECOMMENDATION
CREDIT: 1
Anatomy and physiology is an honors level elective course that covers all of the systems in the human body in
great detail. Students will learn the names of all the body parts using bones, models, diagrams, and
microscope tissue specimens. Physiological studies will probe the molecular and chemical details of how the
cells, tissues, organs, and organ systems work independently and coordinately in the body to maintain
homeostasis. Students will also probe disease process and diagnosis, medical terminology and the
educational, research and career opportunities that relate to this course of study. Students will be given oral
quizzes daily to check their growing knowledge. Multiple choice unit tests will close the study of each body
system, and a week long pig dissection will act as a comprehensive final exam. The course is a prerequisite for
Health Occupations II, AP Biology, and a must for anyone interested in a medical/human health related
career.
COURSE: PHYSICS HONORS
34305X0C
GRADES: 11-12
PREREQUISITE: PRE-CALCULUS OR CALCULUS
CREDIT: 1
This course is designed to provide the student with a working knowledge of the fundamental principles that
describe all physical phenomena, how they evolved, and their scope. Emphasis is placed on the broad
principles of kinematics, vector algebra, two dimensional motion, waves, electricity, and magnetism. These
contents will provide an opportunity to present science as the basis for engineering, electronics, computer
science, astronomy, and technical trades. Inquiry process is the essence of this course that would lead the
students to design solutions to problems that interest them.
43
COURSE: BIOLOGY II HONORS 33215X0C
GRADE: 12
PREREQUISITES: 85 IN BIOLOGY (PREFERABLY HONORS), CHEMISTRY, ANATOMY AND
PHYSIOLOGY, BIOTECHNOLOGY, AND/OR TEACHER RECOMMENDATION.
CREDIT: 1
Advanced biology is a prerequisite for AP Biology, which continues in the spring semester. Students will find
the course extremely challenging, but also rewarding. The course moves quickly through units on molecules
and cells, heredity and evolution. Many detailed labs are carried out during the course as well as research and
current biological events. Students will be expected to read and take notes ahead of class, write detailed lab
reports and carry out independent research. Tests are formatted following the AP exam (college level) and
include critical thinking; multiple-choice and essay questions. This course is strongly recommended for
students interested in scientific or medical careers.
COURSE: AP BIOLOGY 31007X0C
GRADE: 12
PREREQUISITES: SUCCESSFUL COMPLETION OF BIOLOGY II HONORS
CREDIT: 1
Advanced Placement biology is a continuation of Advanced Biology Honors taught in the fall semester.
Students will explore the unity and diversity of living things, their anatomy and physiology, populations and
ecological interrelationships including human impact. The format of this class is the same as Advanced
Biology Honors including laboratory experiences, fieldwork, and tests. The course will culminate with all
students taking the Advanced Placement Biology exam, which may give them an opportunity to receive
college credit. Students will also complete a research-based scientific project, which may be used to augment
their graduation project.
STEM High School Only
Course: ROBOTICS ENGINEERING
Grade: 10-12
Prerequisites: Math I and Earth Science
Credit: 1
Robotics Engineering is designed to teach students the fundamentals of robotics and the engineering
design process with emphasis placed on mechatronics. Students will learn key STEM principles, robotics
concepts, and utilize the engineering design process to methodically solve problems. Computer-aided
design (CAD) software and robotics kits are implemented to assist students with hands-on experience in
constructing a mobile robot.
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SOCIAL STUDIES__________________________
Bertie High School and STEM High School
COURSE: WORLD HISTORY 43032X0C
GRADE: 9
PREREQUISITE: NONE
CREDIT: 1
World History is a look into the past, a study of what life was like to most people in a given era, ranging from
pre-historic man to the present. It is a balanced presentation of the history of our world, including a look at
cultures, geography, and everyday life as well as the political and economic influences that have affected our
past and will guide our future.
COURSE: AFRICAN AMERICAN STUDIES 46012X0C
GRADES: 9-10
PREREQUISITE: NONE
CREDIT: 1
African Americans have made significant contributions to the economic, political, social, and cultural
development of the United States. Through this course, students discover how African Americans have
always been an integral part of the American experience. However, African Americans have also been a
viable force unto themselves with their own experiences, culture, and aspirations. African American history
cannot be understood except in the broader context of the United States’ history.
COURSE: CIVICS AND ECONOMICS 42092X02
GRADE: 10
PREREQUISITE: WORLD HISTORY
CREDIT: 1
Through the study of civics and economics, students will acquire the skills and knowledge necessary to
become responsible and effective citizens in an interdependent world. Students will need a practical
understanding of these systems of civics and economics that affect their lives as consumers and citizens.
Furthermore, this course serves as a foundation for the study of United States history.
COURSE: American History I: The Founding Principles
43042X0C
GRADE: 11
PREREQUISITE: CIVICS AND ECONOMICS
CREDIT: 1
In this course students will examine the historical and intellectual origins of the US from the European
exploration and colonial settlement to the Revolutionary and Constitutional eras. Students will learn about the
important political and economic factors that contributed to the development of colonial America and the
outbreak of the American Revolution, as well as the consequences of the Revolution, including the writing
and key ideas of the US Constitution. This course will guide students as they study the establishment of
political parties, America’s westward expansion, the growth of sectional conflict, how that sectional conflict
led to the Civil War, and the consequences of the Civil War, including Reconstruction
45
COURSE: American History II
43052X0C
GRADE: 11
PREREQUISITE: American History I
CREDIT: 1
In this course students will examine the political, economic, social, and cultural development of the US from
the end of the Reconstruction era to the present times. Students will explore the change in the ethnic
composition of American society, the movement toward equal rights for racial minorities and women, and the
role of the US as a major world power. An emphasis will be placed on the expanding role of the federal
government and the federal courts, as well as the continuing tension between the individual and the state. The
desired outcome of this course is for students to develop an understanding of the cause –and –effect
relationship between past and present events, recognize patterns of the interactions, and understand the
impact of events on the US in an interconnected world.
*************************
SOCIAL STUDIES HONORS COURSES
Students may elect to take the following history courses in lieu of the regular courses described. The content and pace of these
courses are more advanced than the regular history courses. These courses will meet graduation and admission requirements.
Students taking these courses will be expected to meet the following criteria:
1. High level of self-motivation;
2. High level of independent thinking and insight (ability to interpret, compare, analyze, synthesize, and apply
concepts, as well as facts);
3. Inquisitive mind (reluctant to accept facts and information as purely memory work to regurgitate); and
4. Exemplary scholastic record.
COURSE: WORLD HISTORY HONORS 43035X0C
GRADE: 9
PREREQUISITE: LEVEL III OR IV ON BOTH PARTS OF THE 8TH GRADE
EOG OR AIG IDENTIFIED
CREDIT: 1
World history honors is a survey course that gives students the opportunity to explore recurring themes of
human experience common to civilization around the globe from ancient to contemporary times. An
historical approach will be at the center of the course. The application of themes of geography and an
analysis of the cultural traits of civilization will help students understand how people shape their world and
how they shape them. Students will broaden their historical perspectives as they explore ways societies have
dealt with continuity and change, exemplified by issues such as war and peace, internal stability and strife, and
the development of civilizations that have shaped the development of the United States. Honors world
history provides the opportunity for advanced work, rigorous study, and a systematic study of major ideas and
concepts found in the study of global history. The course is challenging and requires students to take greater
responsibility for their learning by participating in problem-solving, scholarly and creative processes, critical
analysis and applications, and reflective thinking.
46
COURSE: CIVICS AND ECONOMICS HONORS 42095X0C
GRADE: 10
PREREQUISITE: 85 OR ABOVE AVERAGE IN WORLD HISTORY OR
LEVEL III OR IV ON THE ENGLISH I EOC
CREDIT: 1
Through the study of civics and economics, students will acquire the skills and knowledge necessary to
become responsible and effective citizens in an interdependent world. Students will need a practical
understanding of these systems of civics and economics that affect their lives as consumers and citizens.
Furthermore, this course serves as a foundation for the study of United States history. This honors level
course will cover the material in greater complexity, novelty, and acceleration, through research-based
assignments. Students will learn to express and defend their ideas. Students should be reflective thinkers
who are interested in exploring their areas of interests within the designated course of study.
COURSE: American History I Honors: The Founding Principles
43045X0C
GRADE: 11
PREREQUISITE:
CREDIT: 1
This honors course is designed to challenge students. In this course students will examine the historical and
intellectual origins of the US from the European exploration and colonial settlement to the Revolutionary and
Constitutional eras. Students will learn about the important political and economic factors that contributed to
the development of colonial America and the outbreak of the American Revolution, as well as the
consequences of the Revolution, including the writing and key ideas of the US Constitution. This course will
guide students as they study the establishment of political parties, America’s westward expansion, the growth
of sectional conflict, how that sectional conflict led to the Civil War, and the consequences of the Civil War,
including Reconstruction.
COURSE: American History II Honors
43055X0C
GRADE: 11
PREREQUISITE: American History I Honors
CREDIT: 1
This honors course is designed to challenge students. In this course students will examine the political,
economic, social, and cultural development of the US from the end of the Reconstruction era to the present
times. Students will explore the change in the ethnic composition of American society, the movement toward
equal rights for racial minorities and women, and the role of the US as a major world power. An emphasis will
be placed on the expanding role of the federal government and the federal courts, as well as the continuing
tension between the individual and the state. The desired outcome of this course is for students to develop an
understanding of the cause –and –effect relationship between past and present events, recognize patterns of
the interactions, and understand the impact of events on the US in an interconnected world.
47
COURSE: AP UNITED STATES HISTORY 43077X00SA
GRADES: 11-12
PREREQUISITE: AMERICAN HISTORY I HONORS,
CREDIT: 1
Advanced Placement United States history is designed to provide students with the analytical skills and factual
knowledge necessary to deal critically with the problems and materials in United States history. Students will
analyze historical material, synthesize their own ideas, and evaluate those of others. The AP United States
history course will develop the skills necessary to arrive at conclusions on the basis of an informed judgment
and to present reasons and evidence clearly and persuasively in essay format. Students who take this course
should have excellent writing skills due to the large number of written essays that will be assigned. Students
will be required to take the AP exam given by the College Board.
48
HEALTH AND PHYSICAL EDUCATION_____
COURSE: HEALTH & PHYSICAL EDUCATION 63022X0C
GRADE: 9
PREREQUISITE: NONE
CREDIT: 1
This course consists of one quarter of health and one quarter of physical education. An organized study of
rules and skills related to various indoor and outdoor activities is taught. Daily participation is required.
Proper attire must be worn during gym class.
COURSE: PHYSICAL EDUCATION I 62022X0C1
GRADE: 10
PREREQUISITE: HEALTH & PHYSICAL EDUCATION
CREDIT: 1
Physical Education I provides an organized, sequential, and systematic means for students to develop
knowledge, skills, and attitudes about various sports. It teaches sportsmanship and the fundamentals of team
and individual sports. These activities improve posture and promote good physical development.
Participation in all daily activities is required. Appropriate attire is required.
COURSE: PHYSICAL EDUCATION II 62022X0C2
GRADE: 11
PREREQUISITE: PHYSICAL EDUCATION I
CREDIT: 1
Physical Education II enriches students’ knowledge and appreciation of lifetime sports and games that they
will participate in throughout life. Daily participation is required. Appropriate attire is required.
COURSE: BEGINNING STRENGTH & CONDITIONING (MALES) 62022X0CC
GRADES: 11-12
PREREQUISITES: HEALTH & PHYSICAL EDUCATION
CREDIT: 1
This course is designed for all students interested in weight and physical conditioning. Basic fundamentals of
strength and conditioning will be introduced to students; however, students in this class will be expected to
meet the rigorous standards of athletes. Proper attire is required.
COURSE: STRENGTH & CONDITIONING I (MALES)
62022X0CB
GRADES: 11-12
PREREQUISITES: BEGINNING STRENGTH & CONDITIONING (MALES)
CREDIT: 1
Strength and Conditioning 1 is a physical education class designed to improve individual strength, power,
agility, and endurance through a balanced and prescribed routine of weight lifting, running, and stretching
exercises. This course provides students with the opportunity to increase their physical capacity and reduces
the risk of injury during participation in physical activities whether athletic or recreational. Proper attire is
required.
49
CULTURAL ARTS__________________________
Bertie High School and STEM High School
COURSE: VISUAL ARTS (Beginning) 54152X0
GRADES: 9-10
PREREQUISITE: NONE
CREDIT: 1
This is an introductory course in five art disciplines and art history/appreciation (pre-history to the 15th
century). The areas of study include drawing, painting, sculpturing, printmaking, and fine crafts. Students
will learn methods in sculpturing and the four basic printing processes with exposure to the relief method.
Commercial art careers will be explored as well as the role perspective has in the art process. Students
wishing to improve skills or learn basic art processes will benefit from this course.
COURSE: VISUAL ARTS (Intermediate) 54162X0
GRADES: 11-12
PREREQUISITE: VISUAL ARTS I
CREDIT: 1
This is an intermediate level course, which will include the same disciplines as offered in Visual Art I but in
much more depth. Students will be expected to use the skills developed in Visual Art I. Several new
techniques will be introduced at this level as well. The students’ independence from the teacher in creating
art will be an expectation for Visual Art II. Students will begin to seek their own creative identity, style, and
approach to defining art. Art history and appreciation from the 16th century to the present will be studied.
COURSE: VISUAL ARTS (Proficient) 54175X0
GRADE: 11-12
PREREQUISITE: VISUAL ARTS II
CREDIT: 1
This is an advanced level course in all art disciplines as outlined and learned in Visual Art I and II. Visual Art
III students will complete a major studio project. Students will also complete one or more paintings on
canvas, a pen and ink composition, a composition-exploring mood, a multi-colored silkscreen print, and other
individual and group works as designated by the teacher. Students will also have a time to personally explore
their artistic strengths and weaknesses through individually designed projects. Art history and appreciation
will be explored from an art period chosen by the student.
COURSE: VISUAL ARTS (Advanced)
54185X0
GRADE: 12
PREREQUISITE: VISUAL ARTS III
CREDIT: 1
Visual Art IV students will develop a personalized art curriculum with teacher guidance and assistance. Total
creative independence will be expected of this level, and the highest level of performance and standards
should be exhibited through Visual Art IV work. All Visual Art IV students will assemble a personal
portfolio of artworks during the semester and produce bi-weekly sketchbook entries.
50
COURSE: BAND (Beginning)
52552X0CB
GRADES: 9-10
PREREQUISITE: 8TH GRADE BAND, AUDITION, OR
DIRECTOR RECOMMENDATION, SUCCESSFUL
COMPLETION OF BAND IN THE PREVIOUS YEAR,
ATTENDANCE AT AN ON-SITE SUMMER BAND CAMP
CREDIT: 1
This class emphasizes the study of instrumental music. Marching band techniques, concert band techniques,
individual instrumental techniques, concepts of music history, and music theory are studied in this class. This
class also emphasizes movement and use of equipment for performances. A reasonable level of fitness is
required. Performance grades, written tests, and classwork are used to assess student progress. Band
obligations include required rehearsals, football games, parades, concerts, competitions and other special band
events.
COURSE: BAND (Intermediate) 52562X0C
GRADES: 10-12
PREREQUISITE: BAND I, AUDITION, AND/OR DIRECTOR
RECOMMENDATION
CREDIT: 1
This class emphasizes the study of instrumental stage music. All instrumental techniques are studied.
Advanced concepts in music theory are included in this class. Performance grades, written tests, and
classwork are used to assess student progress. Outside events may be required. Home practice is a must for
success.
COURSE: BAND (Proficient)
52575X0
GRADES: 11-12
PREREQUISITE: BAND II, AUDITION, AND/OR DIRECTOR
RECOMMENDATION
CREDIT: 1
This class emphasizes the study of instrumental stage music. All instrumental techniques are studied.
Advanced concepts in music theory are included in this class. Performance grades, written tests, and
classwork are used to assess student progress. Outside events may be required. Home practice is a must for
success.
COURSE: BAND (Advanced)
52585X0CS
GRADE: 11-12
PREREQUISITE: BAND III, AUDITION, AND/OR DIRECTOR
RECOMMENDATION
CREDIT: 1
This class emphasizes the study of instrumental stage music. All instrumental techniques are studied.
Concepts in music theory are included in this class. Performance grades, written tests, and classwork are used
to assess student progress. Outside events may be required. Home practice is a must for success.
51
COURSE: MUSIC SPECIALIZATION (Beginning): Music Appreciation
52162X0
GRADES: 9-12
PREREQUISITE: NONE
CREDIT: 1
This course focuses on the development of knowledge and the appreciation of music. Students do not need
to know how to read music but should have a desire to learn and to develop an appreciation of all types of
music. Subjects covered include basic music theory, music history, film music, musical theater, and other
musical concepts.
COURSE: MUSIC TECHNOLOGY
GRADES: 10-12
PREREQUSITE: MUSIC APPRECIATION OR BAND
CREDIT: 1
This course is designed to broaden the arts education opportunities of students, to offer musical experiences
beyond those of the traditional performing ensembles and to provide students with real-world applications of
technologies currently in use in the music industry. The course has a strong emphasis on the materials and
methods of technical production.
JUNIOR RESERVE OFFICER’S TRAINING CORPS
(JROTC) ___________________________
LET (LEADERSHIP-EDUCATION-TRAINING) 1 CREDIT GIVEN FOR
EACH LEVEL SUCCESSFULLY COMPLETED.
LET I
LET II
LET III
LET IV
LET V
LET VI
COURSE
LEVEL
COURSE NUMBER
JROTC
JROTC
JROTC
JROTC
JROTC
JROTC
JROTC
JROTC
LET I
LET II
LET III
LET IV
LET V
LET VI
LET VII
LET VIII
95012X0C
95022X0C
95032X0C
95042X0C
95052X0C
95062X0C
95062X0C7
95062X0C8
LET VII
LET VIII
PREREQUISITES
NONE
LET I
LET II
LET III
LET IV
LET V
LET VI
LET VII
1. ENROLLMENT: Must be a full-time student above the eighth grade. Must not have a record of
conviction by a civil court, for other than a minor traffic violation.
2. ELEGIBILITY: Must be willing to wear the military uniform once a week, and adhere to the grooming
standards of wearing of the uniform. (i.e. haircut/style and shave)
Must be physically able to march and to participate in the various activities of the JROTC program as
required by the curriculum.
52
3. COURSE DESCRIPTION: The Junior ROTC program is set up on a building block curriculum. Basic
principles and skills are taught the first year, and each course is broadened and given greater detail each
successive year. A brief description of each course is as follows:
1. The Spirit of American Citizenship.
Covers the basic national rights of an American citizen, and the
Constitutional basis for the U.S. Army.
2. Military History.
Concentrates on the U.S. Military involvement from the Spanish
American War thru present conflicts. Students will be able to
understand why this country became involved in such conflicts as
Korea and Vietnam.
3. Map Reading.
Provides instruction to help students determine direction, location, and
distance. It includes practical exercises that allow students to apply
new found skills.
4. Leadership.
Concentrates on the theory and application of leadership principles, to
include values and good judgment in leadership situations. It also
includes those skills necessary for basic management.
5. Techniques of Communication.
Shows students how to convey a message to others through writing and
giving instructions.
6. Leadership Lab.
Gives students a knowledge of drill and ceremony necessary to work as
a member of a team.
7. First Aid.
Covers the life saving techniques given to an injured person before
medical help arrives at the scene of the accident. Students will also
learn how to take care of themselves in cold and hot weather.
8. Cadet Challenge.
Stresses physical exercise and conditioning. Students will practice and
take The Challenge to test their physical well being.
9. Career Opportunities.
Helps students to explore both civilian and military career opportunities.
10. Role of the Army.
Explains the mission of the Army. Students are given an understanding
of the history, purpose and structure of the total Army. It emphasizes
the role and the accomplishments of the Army.
4. AFTER SCHOOL ACTIVITIES. The Junior ROTC also offers a Drill Team, a Rifle Team and a
Raider Platoon for after school training, fun, and competition with other JROTC programs in the area.
53
BUSINESS, FINANCE and INFORMATION
TECHNOLOGY EDUCATION
_____________
COURSE: PERSONAL FINANCE
BF052X0C
GRADES: 9-12
PREREQUISITE: NONE
CREDIT: 1
This course prepares students to understand economic activities and challenges of individuals and families,
the role of lifestyle goals in education and career choices, procedures in a successful job search, financial
forms used in independent living, and shopping options and practices for meeting consumer needs. The
course also prepares students to understand consumer rights, responsibilities, and information, protect
personal and family resources, and apply procedures for managing personal finances. English language arts
and mathematics are reinforced. Work-based learning strategies appropriate for this course include
mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship and cooperative
education are not available for this course. DECA (an association for Marketing Education students), Future
Business Leaders of America (FBLA) and Family, Career and Community Leaders of America (FCCLA)
competitive events, community service, and leadership activities provide the opportunity to apply essential
standards and workplace readiness skills through authentic experiences.
COURSE: PRINCIPLES OF BUSINESS & FINANCE
BF102X0
GRADES: 9-12
PREREQUISITE: NONE
CREDIT: 1
This course introduces students to topics related to business, finance, management, and marketing to cover
business in the global economy, functions of business organization and management, marketing basics, and
significance of business financial and risk management. English language arts, social studies, and mathematics
are reinforced. Work-based learning strategies appropriate for this course include mentorship, school-based
enterprise, service learning, and job shadowing. Cooperative education is not available for this course.
Apprenticeship is not available for this course. DECA (an association for Marketing Education students) and
Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities
provide the opportunity to apply essential standards and workplace readiness skills through authentic
experiences.
COURSE: BUSINESS LAW
BB302X0C
GRADES: 10-12
PREREQUISITE: Principles of Business and Finance or Personal Finance
CREDIT: 1
This course is designed to acquaint students with the basic legal principles common to all aspects of business
and personal law. Business topics include contract law, business ownership including intellectual property,
financial law, and national and international laws. Personal topics include marriage and divorce law,
purchasing appropriate insurance, renting and owning real estate, employment law, and consumer protection
laws. Social studies and English language arts are reinforced. Work-based learning strategies appropriate for
this course include apprenticeship, internship, and job shadowing. Apprenticeship and cooperative education
are not available for this course. Future Business Leaders of America (FBLA) competitive events, community
service, and leadership activities provide the opportunity to apply essential standards and workplace readiness
skills through authentic experiences.
54
COURSE: ENTERPRENEURSHIP I
ME112X0C
GRADES: 10-12
PREREQUISITE: Principles of Business or Personal Finance
CREDIT: 1
In this course students evaluate the concepts of going into business for themselves and working for or
operating a small business. Emphasis is on the exploration of feasible ideas of products/services, research
procedures, business financing, marketing strategies, and access to resources for starting a small business.
Students develop components of a business plan and evaluate startup requirements. English language arts and
social studies are reinforced. Work-based learning strategies appropriate include cooperative education,
entrepreneurship, internship, mentorship, school-based enterprise, service learning, and job shadowing.
Apprenticeship is not available for this course. DECA (an association for Marketing Education students) and
Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities
provide the opportunity to apply essential standards and workplace readiness skills through authentic
experiences.
COURSE: ENTERPRENEURSHIP II
GRADES: 10-12
PREREQUISITE: Entrepreneurship I
CREDIT: 1
ME122X0
In this course students develop an understanding of pertinent decisions to be made after obtaining financing
to open a small business. Students acquire in-depth understanding of business regulations, risks, management,
and marketing. Students develop a small-business management handbook. English language arts and social
studies are reinforced. Work-based learning strategies appropriate include cooperative education,
entrepreneurship, internship, mentorship, school-based enterprise, service learning, and job shadowing.
Apprenticeship is not available for this course. DECA (an association for Marketing Education students) and
Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities
provide the opportunity to apply essential standards and workplace readiness skills through authentic
experiences.
COURSE: Microsoft ITA: Word, PowerPoint and Publisher
BM102X0C
GRADES: 9-12
PREREQUISITES: NONE
CREDIT: 1
Students in Microsoft IT Academies benefit from world-class Microsoft curriculum and software tools to
tackle real-world challenges in the classroom environment. In the first part, students will learn to use the
newest version of Microsoft Word interface, commands, and features to create, enhance, customize, share
and create complex documents, and publish them. In the second part, students will learn to use the newest
version of Microsoft PowerPoint interface, commands, and features to create, enhance, customize, and
deliver presentations. In the last part, students will learn to use the basic features of the newest version of
Publisher to create, customize, and publish a publication. English language arts are reinforced. Work-based
learning strategies appropriate for this course include cooperative education, internship, service learning, and
job shadowing. Apprenticeship is not available for this course. Future Business Leaders of America (FBLA)
competitive events, community service, and leadership activities provide the opportunity to apply essential
standards and workplace readiness skills through authentic experiences.
55
COURSE: Microsoft ITA: Excel and Access
BM202X0C
GRADES: 9-12
PREREQUISITES: NONE
CREDIT: 1
Students in Microsoft IT Academies benefit from world-class Microsoft curriculum and cutting-edge software
tools to tackle real-world challenges in the classroom environment. The first part of the class is designed to
help you use the newest version of Microsoft Excel interface, commands, and features to present, analyze,
and manipulate various types of data. Students will learn to manage workbooks as well as how to manage,
manipulate, and format data. In the second part of the class, students will learn how to create and work with a
database and its objects by using the new and improved features in newest version of Microsoft Access.
Students will learn how to create, modify, and locate information as well as how to create programmable
elements and share and distribute database information. Mathematics is reinforced. Work-based learning
strategies appropriate for this course include cooperative education, internship, service learning, and job
shadowing. Apprenticeship is not available for this course. Future Business Leaders of America (FBLA)
competitive events, community service, and leadership activities provide the opportunity to apply essential
standards and workplace readiness skills through authentic experiences.
COURSE: MULTIMEDIA WEBPAGE DESIGN
BW102X0C
GRADES: 10-12
PREREQUISITE: None
CREDIT: 1
This course focuses on desktop publishing, graphic image design, computer animation, virtual reality,
multimedia production, and webpage design. Communication skills and critical thinking are reinforced
through software applications. English language arts and arts are reinforced. Work-based learning strategies
appropriate for this course include cooperative education, internship, school-based enterprise, service
learning, and job shadowing. Apprenticeship is not available for this course. Future Business Leaders of
America (FBLA) competitive events, community service, and leadership activities provide the opportunity to
apply essential standards and workplace readiness skills through authentic experiences.
COURSE: FOUNDATIONS OF INFORMATION TECHNOLOGY BI102X0C
GRADES: 9-12
PREREQUISITES: NONE
CREDIT: 1
This introductory course provides students with the foundation to pursue further study in information
technology. Emphasis is on network systems, information support and services, programming and software
development, and interactive media. Mathematics is reinforced. Work-based learning strategies appropriate
for this course include entrepreneurship, mentorship, service learning, and job shadowing. Apprenticeship
and cooperative education are not available for this course. Future Business Leaders of America (FBLA)
competitive events, community service, and leadership activities provide the opportunity to apply essential
standards and workplace readiness skills through authentic experiences.
56
WORK BASED LEARNING (INTERNSHIP)
GRADES: 11-12
PREREQUSITES: CERTIFICATION OR A LEVEL II COURSE
Credit: 1
This course provides students an experience in which they learn by taking on a responsible role as a worker in
a company or organization and then reflects on what happened while in the workplace. The internship is a
supplement to formal classroom instruction. The internship is to significantly add to the vitality of the
instructional program and to impact the courses that students have taken.
TRADE & INDUSTRIAL EDUCATION___________
COURSE: INTRODUCTION TO GRAPHIC COMMUNICATIONS
IA112X0C
GRADES: 10-12
PREREQUISITE: NONE
CREDIT: 1
This course provides student an overall understanding of the printing industry, its major operations, and the
fundamental measurement, math, and interpersonal skills needed for a career in the printing industry. The
content is theory-based and requires students to learn production-related issues, rather than to demonstrate
performance. Art, English language arts, mathematics, and science are reinforced. Work-based learning
strategies appropriate for this course include job shadowing. Apprenticeship and cooperative education are
not available for this course. SkillsUSA competitive events, community service, and leadership activities
provide the opportunity to apply the essential standards and workplace readiness skills through authentic
experiences.
COURSE: DIGITAL FILE PREPARATION
IA122X0C
GRADES: 11-12
PREREQUISITE: Introduction to Graphic Communications
CREDIT: 1
This course focuses on the digital aspects of designing and programming needed in the digital printing age.
Knowledge needed in this area required students to understand the basic concepts and procedures in each
step of file preparation. Students learn about file-related issues and to demonstrate various skills in creating
and exploring images and laying out a page in appropriate software. Presses are not required. English
language arts, mathematics and science are reinforced. Work-based learning strategies appropriate for this
course include apprenticeship, cooperative education, internship, and job shadowing. SkillsUSA competitive
events, community service, and leadership activities provide the opportunity to apply the essential standards
and workplace readiness skills through authentic experiences.
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COURSE: PRINT ADVERTISING AND DESIGN
IA132X0C
GRADES: 11-12
PREREQUISITE: Digital File Preparation
CREDIT: 1
This course covers digital aspects of designing and programming needed in the digital printing. Hands-on
activities for this course include the use of computer equipment and digital input devices. No presses are
required. The course involves the application of creative thinking and development of design problems. Art,
English language arts, and mathematics are reinforced. Work-based learning strategies appropriate for this
course include apprenticeship, cooperative education, entrepreneurship, internship, and job shadowing.
SkillsUSA competitive events, community service, and leadership activities provide the opportunity to apply
essential standards and workplace readiness skills through authentic experiences
COURSE: INTRO AUTO SERVICE TECHNOLOGY
IT112XOC
GRADES: 9-12
PREREQUISITE: NONE
CREDIT: 1
This course introduces automotive safety, basic automotive terminology, system & component
identification, knowledge and introductory skills in hand tools, shop equipment, basic servicing,
and use of service information. Also careers and various job opportunities in the automotive
repair industry will be discussed. As part of the NATEF accreditation, topics are aligned to the
Maintenance and Light Repair (MLR) requirements. Workbased learning strategies appropriate for this
course include job shadowing. Apprenticeship and cooperative education are not available for this course.
SkillsUSA competitive events, community service, and leadership activities provide the opportunity to
apply essential standards and workplace readiness skills through authentic experiences.
COURSE: AUTOMOTIVE SERVICE TECHNOLOGY I
IT162XOC
GRADES: 9-12
PREREQUISITE: INTRO AUTO SERVICE TECHNOLOGY
CREDIT: 1
This course introduces basic automotive skills and job opportunities in the auto repair industry. As part of the
NATEF accreditation, topics are aligned to the Maintenance and Light Repair (MLR) requirements. English
language arts are reinforced. Work-based learning strategies appropriate for this course include job
shadowing. Apprenticeship and cooperative education are not available for this course. SkillsUSA competitive
events, community service, and leadership activities provide the opportunity to apply essential standards and
workplace readiness skills through authentic experiences.
COURSE: AUTOMOTIVE SERVICE TECHNOLOGY II
IT172XOC
GRADES: 10-12
PREREQUISITE: AUTOMOTIVE SERVICE TECHNOLOGY I
CREDIT: 1
This course builds on the knowledge and skills introduced in automotive servicing I and
develops advanced knowledge and skills in vehicle system repair and/or replacement of
components in the brakes, electrical systems, drivetrain, engine, HVAC and steering &
suspension systems, emphasizing hands-on experience. As part of the NATEF accreditation,
topics are aligned to the Maintenance and Light Repair (MLR) requirements.
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Work-based learning strategies appropriate for this course include job
shadowing. Work-based learning strategies appropriate for this course include apprenticeship,
cooperative education, entrepreneurship, internship, and job shadowing. This course helps
prepare students for the Automotive Service Excellence (ASE) certification in Maintenance and
Light Repair (MLR- G1). SkillsUSA competitive events, community service, and leadership
activities provide the opportunity to apply essential standards and workplace readiness skills
through authentic experiences.
COURSE: AUTOMOTIVE SERVICE III
IT182XOC
GRADES: 10-12
PREREQUISITE: AUTOMOTIVE SERVICE TECHNOLOGY II
CREDIT: 1
This course builds on the skills and knowledge introduced in Automotive Service I & II.
Building advanced automotive skills and knowledge in vehicle servicing, testing, repair, and
diagnosis of brakes, electrical systems, drivetrain, engine, HVAC and steering & suspension
systems, while emphasizing hands-on experience. As part of the NATEF accreditation, topics are
aligned to the Maintenance and Light Repair (MLR) requirements. Work-based learning strategies
appropriate for this course include apprenticeship, cooperative education, entrepreneurship, internship,
and job shadowing. This course helps prepare students for the Automotive Service Excellence (ASE)
certification in Maintenance and Light Repair (MLR- G1). SkillsUSA competitive events, community
service, and leadership activities provide the opportunity to apply essential standards and workplace
readiness skills through authentic experiences.
COURSE: CORE AND SUSTAINABLE CONSTRUCTION
IC002X0C
GRADES: 9-12
PREREQUISITE: None
CREDIT: 1
This course covers the National Center for Construction Education and Research (NCCER) Core
certification modules required for all of the NCCER curriculum-area programs, and an additional Green
module. The course content includes: basic safety, introduction to construction math, introduction to hand
tools, introduction to power tools, introduction to blueprints, material handling, basic communication skills,
and basic employability skills, and “Your Role in the Green Environment”. The additional Green module has
been added to provide students with instruction in the green environment, green construction practices, and
green building rating systems. Also it will help students better understand their personal impacts on the
environment and make them more aware of how to reduce their carbon footprint. English Language Arts and
Mathematics are reinforced. Work-based learning strategies appropriate for this course include
apprenticeship, cooperative education, internship, and job shadowing. This course helps prepare students for
additional National Center for Construction Education and Research (NCCER) Core certification. SkillsUSA
competitive events, community service, and leadership activities provide the opportunity to apply essential
standards and workplace readiness skills through authentic experiences. Geometry is recommended as
preparation for this course.
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COURSE: CARPENTRY I
IC212X0S
GRADES: 9-12
PREREQUISITE: Core and Sustainable Construction
CREDIT: 1
This course covers basic carpentry terminology and develops technical aspects of carpentry with emphasis on
development of introductory skills. English language arts and mathematics are reinforced. Work-based
learning strategies appropriate for this course include apprenticeship, cooperative education, internship, and
job shadowing. This course helps prepare students for National Center for Construction Education and
Research (NCCER) certification. SkillsUSA competitive events, community service, and leadership activities
provide the opportunity to apply essential standards and workplace readiness skills through authentic
experiences. Geometry is recommended as preparation for this course.
COURSE: CARPENTRY II
GRADES: 10-12
PREREQUISITE: Carpentry I
CREDIT: 1
IC222X0S
This course covers additional technical aspects of carpentry with emphasis on development of intermediate
skills. The course content includes floor systems, wall and ceiling framing, roof framing, introductions to
concrete, reinforcing materials and forms, windows and exterior doors, and basic stair layout. English
language arts and mathematics are reinforced. Work-based learning strategies appropriate for this course
include apprenticeship, cooperative education, internship, and job shadowing. This course helps prepare
students for National Center for Construction Education and Research (NCCER) certification. SkillsUSA
competitive events, community service, and leadership activities provide the opportunity to apply essential
standards and workplace readiness skills through authentic experiences. Geometry is recommended as
preparation for this course
HEALTH SCIENCE EDUCATION __________
COURSE: HEALTH SCIENCE I
HU402X0
GRADES: 9-12
PREREQUISITE: None
CREDIT: 1
This course focuses on human anatomy, physiology and human body diseases and disorders, and biomedical
therapies. Students will learn about health care careers within the context of human body systems. Projects,
teamwork, and demonstrations serve as instructional strategies that reinforce the curriculum content. English
language arts and science are reinforced in this course. Work-based learning strategies appropriate for this
course include service learning and job shadowing. Apprenticeship and cooperative education are not
available for this course. Health Occupations Students of America (HOSA) competitive events, community
service, and leadership activities provide the opportunity to apply essential standards and workplace readiness
skills through authentic experiences. Biology is recommended as preparation for this course.
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COURSE: HEALTH SCIENCE II
HU422X0
GRADES: 9-12
PREREQUISITE: Health Science I or Human Body Systems
CREDIT: 1
This course is designed to help students expand their understanding of financing and trends of health care
agencies, fundamentals of wellness, legal and ethical issues, concepts of teamwork, and effective
communication. Students will learn health care skills, including current CPR and first aid training. English
language arts and science are reinforced in this course. Work-based learning strategies appropriate for this
course include internship, mentorship, service learning, and job shadowing. Apprenticeship and cooperative
education are not available for this course. Health Occupations Students of America (HOSA) competitive
events, community service, and leadership activities provide the opportunity to apply essential standards and
workplace readiness skills through authentic experiences.
COURSE: NURSING FUNDAMENTALS
HN432X0C
GRADES: 10-12
PREQUISITE: Health Science II
CREDIT: 1
This course is designed for students interested in medical careers where personal care and basic nursing skills
are used. This course is an enhanced adaptation of the North Carolina Division of Health Service Regulation
(DHSR) Nurse Aide I (NAI) curriculum and helps prepare students for the National Nurse Aide Assessment
(NNAAP). Students who pass the NNAAP become listed on the NC NAI Registry. English Language arts,
mathematics, and science are reinforced. Work-based learning strategies appropriate for this course include a
required clinical internship in a long-term care agency. Healthcare agencies may require testing for
tuberculosis and/or other diseases and a criminal record check for felonies related to drugs. Cooperative
education is not available for this course. HOSA competitive events, community service, and leadership
activities provide the opportunity to apply essential standards and workplace readiness skills through
authentic experiences.
COURSE: BIOTECHNOLOGY
GRADES: 9-12
COURSE NUMBER: 7200
PREQUISITE: NONE
HB102X0C
This course challenges students to investigate current medical and health care practices using technology and
advances in health care research. Topics include ethics, forensic medicine, infectious diseases, organ
transplants, cell biology and cancer, and biomedical research. English Language arts and science are
reinforced in this course. Work based learning strategies appropriate for this course include service learning
and job shadowing. Apprenticeship and cooperative education are not available for this course. Health
Occupations Students of America (HOSA) competitive events, community service, and leadership activities
provide the opportunity to apply essential standards and workplace readiness skills through authentic
experiences.
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FAMILY AND CONSUMER SCIENCES EDUCATION
COURSE: EARLY CHILDHOOD EDUCATION I
FE112X0
GRADES: 11
PREREQUISITE: Students must be 16 by October
CREDIT: 2
This two-credit course prepares students to work with children in early education and child care settings.
Areas of study include personal and professional preparation, child development from birth to age 12,
techniques and procedures for working with young children, and history, trends and opportunities in this
field. An internship makes up 50 percent of instructional time. Work-based learning strategies appropriate for
this course include internship, mentorship, service learning, and job shadowing. Cooperative education and
apprenticeship are not available for this course. Family, Career and Community Leaders of America (FCCLA)
competitive events, community service, and leadership activities provide the opportunity to apply essential
standards and workplace readiness skills through authentic experiences. Parenting and Child Development is
recommended as preparation for this course.
COURSE: FOODS I
FN412X0
GRADES: 9-12
PREREQUISITE:
CREDIT: 1
This course examines the nutritional needs of the individual. Emphasis is placed on the relationship of diet to
health, kitchen and meal management, food preparation and sustainability for a global society, and time and
resource management. English language arts, mathematics, science and social studies are reinforced. Workbased learning strategies appropriate for this course include service learning and job shadowing.
Apprenticeship and Cooperative education is not available for this course. Family, Career and Community
Leaders of America (FCCLA) competitive events, community service, and leadership activities provide the
opportunity to apply essential standards and workplace readiness skills through authentic experiences.
COURSE: FOODS II
FN422X0C
GRADES: 9-12
PREREQUISITE:
CREDIT: 1
This course focuses on advanced food preparation techniques while applying nutrition, food science, and test
kitchen concepts using new technology. Food safety and sanitation receive special emphasis, with students
taking the exam for a nationally-recognized food safety credential. Students develop skills in preparing foods
such as beverages, salads and dressing, yeast breads, and cake fillings and frostings. A real or simulated inschool food business component allows students to apply instructional strategies. English/Language Arts,
mathematics and science are reinforced. Work-based learning strategies appropriate for this course include
apprenticeship, cooperative education, entrepreneurship, internship, mentorship, school-based enterprise,
service learning and job shadowing. Family, Career and Community Leaders of America (FCCLA)
competitive events, community service, and leadership activities provide the opportunity to apply essential
standards and workplace readiness skills through authentic experiences.
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COURSE: FOODS TECHNOLOGY
GRADES: 9-12
PREREQUISITE: Physical Science and Math I
CREDIT: 1
This STEM course explores the food industry from the farm to the table using skills in food science,
technology, engineering, and mathematics. Government regulations, emerging trends, biotechnology, and
technological career opportunities from scientists to technicians will be covered. The student examines
production, processing, preparation, preservation, and packaging principles along the farm to table
continuum. The student begins to understand how food technology affects the food that he/she eats. Workbased learning strategies appropriate for this course include apprenticeship, cooperative education, and
school-based enterprise, service learning, and job shadowing. Family, Career and Community Leaders of
America (FCCLA) competitive events, community service, and leadership activities provide the opportunity
to apply essential standards and workplace readiness skills through authentic experiences.
COURSE: EARLY CHILDHOOD EDUCATION II
FE122X0
GRADES: 12
PREREQUISITE: Early Childhood Education I and students must be 16 by October
CREDIT: 2
This two-credit course provides advanced experiences in working with children from infancy to age 12 in
early education and child care settings. Areas of study include program planning and management,
developmentally appropriate practice, procedures and strategies for working with special groups of children,
and career development and professionalism. An internship makes up 50 percent of instructional time. Workbased learning strategies appropriate for this course include internship, mentorship, service learning, and job
shadowing. Cooperative education and apprenticeship are not available for this course. Family, Career and
Community Leaders of America (FCCLA) competitive events, community service, and leadership activities
provide the opportunity to apply essential standards and workplace readiness skills through authentic
experiences.
COURSE: PARENTING AND CHILD DEVELOPMENT FE602X0C
GRADES: 9-12
PREREQUISITE: NONE
CREDIT: 1
This course introduces students to responsible nurturing and basic applications of child development theory
with children from infancy through age six. Areas of study include parenthood decisions, child care issues,
prenatal development and care, and development and care of infants, toddlers, and children three through six.
Emphasis is on responsibilities of parents, readiness for parenting, and the influence parents have on children
while providing care and guidance. Art, English language arts, and science are reinforced. Work-based
learning strategies appropriate for this course include service learning and job shadowing. Apprenticeship and
cooperative education are not available for this course. Family, Career and Community Leaders of America
(FCCLA) competitive events, community service, and leadership activities provide the opportunity to apply
essential standards and workplace readiness skills through authentic experiences.
63
COURSE: TEEN LIVING
FC102X0C
GRADES: 9-12
PREREQUISITE: NONE
CREDIT: 1
This course examines life management skills in the areas of personal and family living, wellness, nutrition and
foods, financial management, living environments, appropriate child development practices, fashion and
clothing, and job readiness. Emphasis is placed on students applying these skills during their teen years.
Through simulated experiences, they learn to fulfill their responsibilities associated with the work of the
family and community. English language arts, mathematics, and science are reinforced. Work-based learning
strategies appropriate for this course include mentorship and service learning. Apprenticeship and cooperative
education are not available for this course. Family, Career and Community Leaders of America (FCCLA)
competitive events, community service, and leadership activities provide the opportunity to apply essential
standards and workplace readiness skills through authentic experiences.
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VIRTUAL PUBLIC HIGH SCHOOL__________
VIRTUAL PUBLIC HIGH SCHOOL COURSES
GRADES: 9-12
PREREQUISITE: VARIES ACCORDING TO THE COURSE OFFERING
CREDIT: 1
Math, science, and foreign language courses may be offered in the fall and spring Online through Virtual Public
High School. Students will be made aware of course availability by seeing their counselor.
CAREER & COLLEGE PROMISE __________
CAREER & COLLEGE PROMISE COURSES
GRADES: 11-12
PREREQUISITE: VARIES ACCORDING TO THE COURSE OFFERING BY COMMUNITY
COLLEGES
CREDIT: 1 (High School)
CREDIT: 3 (College)
Students are advised to see their counselor to check course offerings from Community Colleges.
BERTIE ONLINE CLASS
COURSE: SAT PREP
96022X0EL
GRADES: 10-11
PREREQUISITE: NONE
CREDIT: 1
SAT Prep is a course designed to help prepare students for the SAT test. In addition to reviewing the basic
verbal and mathematical skills assessed on the SAT test, students have access to test-taking strategies specific
to the exam, real student work samples with explanations, grading rubrics for peer and self-assessment,
practice tests with complete multiple-choice assessments, essay prompts, and study resources. Instruction,
followed by collaborative, guided, and independent practice, provides the foundation for the course. Students
spend nine weeks working on the verbal and writing component of the SAT and nine weeks working on the
mathematical component of the SAT. Upon successful completion, students will possess the tools necessary
to complete the SAT to the best of their ability.
COURSE: CONTEMPORARY LAW & JUSTICE (e-learning) 42082X0EL
GRADES: 10-12
PREREQUISITE: Civics & Economics
CREDIT: 1
Contemporary Law and Justice is a practical study in the legal, judicial, law enforcement, and correctional
systems of the United States. Students focus on legal principles and the laws and procedures derived from
them. They examine relevant examples of civil and criminal laws, law-enforcement methods, court
procedures, and corrective justice. In the Law and Justice course, students examine problems within the legal
and justice systems. This course allows students to personally acquire information through direct observation
65
of local courts and law enforcement practices, interviews with local and state officials and visits to
correctional facilities on a non-threatening basis. Other key areas of importance for students are civic
participation and the utilization of state and local resources.
Strands: Legal Issues, Law Enforcement, Judicial and Correctional Systems, Societal Issues, Cooperative
Participation Skill
MISCELLANEOUS_________________________
COURSE: Emergency Medical Technician (BC Junior EMS Cadet Program)
GRADES: 11-12
PREREQUISITE: Must be 17 years of age before the end of the course
CREDIT: None
Bertie County Junior EMS Cadet Program is a partnership between Bertie County Schools, Bertie County
Emergency Services, and Roanoke-Chowan Community College. This partnership will allow Bertie
County School students to receive training thorough Roanoke-Chowan Community College that will
allow the students, upon successful completion of the class, to take the State test to become an EMT
Basic. Which allows them to be either job ready or after graduation or allows them to advance to become
an EMT Paramedic.
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OCCUPATIONAL COURSES FOR CHILDREN WITH
DISABILITIES_________________________
COURSE: OCS ENGLISH I 92100X0C
GRADE: 9
PREREQUISITE: NONE
CREDIT: 1
Students in Occupational English I explore and examine a variety of communication modes and the importance
each plays in daily living and employment settings. They apply reading and writing skills to interpret and express
factual, functional information. They use oral language skills to communicate effectively in both formal and
informal situations. In Occupational English I students will








Expand basic telephone skills for work and home,
Write complete simple and compound sentences,
Take and support positions of self-advocacy,
Read a variety of materials to gain information and perform tasks,
Read basic functional vocabulary terms,
Employ accurate manuscript and cursive letter formation,
Exhibit ethical behavior in the use of computer technology, and
Develop effective interviewing skills.
COURSE: OCS ENGLISH II 92110X0C
GRADE: 10
PREREQUISITE: OCCUPATIONAL ENGLISH I
CREDIT: 1
Students in Occupational English II analyze and employ effective communication skills in both daily living and
employment settings. They use standard rules of convention and syntax to give and request information. They
read and comprehend a variety of functional texts. Occupational English II students will






Give and request verbal directions,
Demonstrate appropriate communication skills when addressing peers,
Write sentences to form paragraphs,
Read and comprehend information found in a variety of printed material,
Use basic work processing skills for written communication, and
Expand self-advocacy skills.
COURSE: OCS ENGLISH III 92120X0C
GRADE: 11
PREREQUISITE: OCCUPATIONAL ENGLISH II
CREDIT: 1
Students in Occupational English III read, write, and orally express information required in a variety of daily
living and employment settings. They identify main concepts and supporting information from printed material.
They examine the speaking skills expected in a variety of settings and demonstrate effective oral communication
in each. In addition, students will
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





Expand proficiency in basic sentence and paragraph writing as applied to a variety of functional,
independent living, and employment tasks;
Visually gain information from a variety of graphic material;
Expand reading and writing of functional vocabulary terms;
Expand comprehension of a variety of printed material;
Demonstrate oral communication skills needed for a work environment; and
Write formal and informal letters.
COURSE: OCS ENGLISH IV 92130X0C
GRADE: 12
PREREQUISITE: OCCUPATIONAL ENGLISH III
CREDIT: 1
Students in Occupational English IV integrate oral, written and visual skills to communicate effectively in a
variety of daily living and employment situations. They use written communication for explanatory,
argumentative, self-advocacy, and social purposes. They employ visual communication skills to locate and
research information. Occupational English IV students will
 Expand verbal communication skills;
 Write logical and sequential reports;
 Expand comprehension of functional vocabulary to include legal, medical, tax, and insurance terms;
 Read and comprehend directions and other printed material for daily living and employment tasks;
 Complete personal forms and applications;
 Use computer technology to enter and edit information on a spreadsheet and to communicate on line;
and
 Produce complete personal portfolios.
COURSE: OCS INTRO MATH I 92200X0C
GRADE: 9
PREREQUISITE: NONE
CREDIT: 1
Occupational Math I continues the study of
 Computation: reading, writing, counting, and the mathematical skills using whole numbers, decimals,
fractions, and percent;
 Financial Management: recognizing and identifying basic financial information,
 Time and measurement;
 Independent living; and
 Technology.
Students will acquire these skills through hands-on approaches and cooperative learning within the classroom and
community. Applications of these skills are necessary for independent living and successful employment.
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COURSE: OCS ALGEBRA I
92210X0C
GRADE: 10
PREREQUISITE: OCS INTRODUCTORY MATH I
CREDIT: 1
Occupational Math II continues the study of computation and the application of these skills for independent
living and successful employment. More emphasis is placed on application and problem solving in the areas of
financial management, reading and interpreting schedules, time and measurement, and independent living using
technology, hands-on approaches and cooperative learning.
COURSE: OCS FINANCIAL MANAGEMENT
92220X0
GRADE: 11
PREREQUISITE: OCS HIGH SCHOOL MATH CROSSWALK
CREDIT: 1
Occupational Math III emphasizes the application of skills previously learned. In this course students
demonstrate application of the skills in the community and places of employment.
COURSE: OCS American History I 92450X0CLC
GRADES:
PREREQUISITE: NONE
CREDIT: 1
This course investigates government and United States history.
COURSE: OCS American History II
92460X0CLC
GRADES:
PREREQUISITE: OCS SOCIAL STUDIES I
CREDIT: 1
This course deals with self-advocacy and problem solving.
COURSE: OCCUPATIONAL PREPARATION I 92400X0C
GRADE: 9
PREREQUISITE: NONE
CREDIT: 1
This is designed to introduce students to the fundamental attitudes, behaviors, and habits needed to obtain and
maintain employment in their career advancements. Students will participate in school-based learning activities
including work ethic development, job-seeking skills, and self-management. Students will be involved in oncampus vocational training in Workforce development. Transition planning begins in this course and continues
throughout the strand of Occupational Preparation courses.
COURSE: OCCUPATIONAL PREPARATION II 92410X0CA, 92410X0CB
GRADE: 10
PREREQUISITE: OCCUPATIONAL PREPARATION I
CREDIT: 1
This course emphasizes the development of skills generic to all career majors: resource management,
communication, interpersonal relationship skills, technology, stamina, endurance, safety, mobility skills, motor
skills, teamwork, sensory skills, problem solving, cultural diversity, information acquisition/management, and selfmanagement. This course content is focused on providing students with a repertoire of basic skills that will serve
as a foundation for future career application. Students will expand their school-based learning activities to
include on-campus jobs and begin some work-based learning activities. Job seeking skills will also continue to be
refined.
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COURSE: OCCUPATIONAL PREPARATION III 92420X0CA, 92420X0CB
GRADE: 11
PREREQUISITE: OCCUPATIONAL PREPARATION II
CREDIT: 2
This course is designed to allow students to continue the development and begin the application of skills learned
in Occupational Preparation I and II. Work-based learning activities are provided, including community-based
training, job shadowing, job sampling, internships, situational assessment, cooperative education, and
apprenticeships. These work-based activities allow students to apply employability skills to competitive
employment settings and demonstrate the effectiveness of their work personality. Multiple opportunities for
leadership development and self-determination are provided.
COURSE: OCCUPATIONAL PREPARATION IV 92430X0C
GRADE: 12
PREREQUISITE: OCCUPATIONAL PREPARATION III
CREDIT: 2
This course gives students the opportunity to synthesize all the skills acquired in previous occupational
preparation courses and determine their applicability to students’ personal career choice. This course will allow
students to solve work-related problems experienced in competitive employment, practice self-advocacy, and
master the theoretical and practical aspects of their career choice. Students will complete the 400 hours of
integrated competitive employment in a community setting required for successful completion of the
Occupational Course of Study. Students will also develop a job placement portfolio that provides an educational
and vocational record of their high school experience.
COURSE: OCS APPLIED SCIENCE 92310X00SA
GRADES: 9-10
PREREQUISITE: NONE
CREDIT: 1
This course is designed to provide students with the knowledge necessary to practice safety in all areas of life and
maintain a healthy lifestyle. Students will also receive instruction in the provision of first aid and accessing
medical care. Students will have opportunities to apply skills in the area of healthy living and safety as well as
various situations within the home, community, and workplace.
COURSE: OCS BIOLOGY 92320X0C
GRADES: 10-11
PREREQUISITE: OCS APPLIED SCIENCE
CREDIT: 1
Students will develop basic, functional knowledge of science concepts in the areas of earth science, environmental
science, and physical science. Students will also develop skills in the area of healthy relationships. Students will
have the opportunity to apply the science-based concepts to daily living situations at home, in the community,
and the workplace.
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EXTENDED PROGRAM FOR CHILDREN WITH
DISABILITIES_______________________
COURSE: EC EXTENDED ENGLISH I
GRADE: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
This course is designed to help students develop skills in reading, writing, spelling, listening, and speaking.
Basic competency skills will be stressed.
COURSE: EC EXTENDED ENGLISH II
GRADE: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM AND EC EXTENDED ENGLISH I
CREDIT: 1
This course is a continuation of Basic Developmental English I. Skills in reading, writing, spelling, listening,
and speaking will be reviewed. Students will also prepare for the N.C. Competency Test.
COURSE: EC EXTENDED ENGLISH III
GRADE: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM AND EC EXTENDED II
CREDIT: 1
This course is designed to help students develop the ability to write sentences and paragraphs correctly.
Areas included are writing, spelling, vocabulary, grammar, figurative language, sentence meaning and reading
for information and comprehension. Basic competency skills will be stressed.
COURSE: EC EXTENDED ENGLISH IV
GRADE: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM AND EC EXTENDED IV
CREDIT: 1
This course is a continuation of Basic Developmental English III. Writing, spelling, vocabulary, grammar,
sentence meaning, and reading for information and comprehension will be reviewed. Basic competency skills
will continue to be stressed.
COURSE: EC EXTENDED MATHEMATICS I
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
This course is designed to help students increase their basic knowledge of math skills. The course will focus
on learning to count, add, subtract, multiply, divide, learn linear measurement skills, learn volume
measurement skills, learn mass measurement skills, use money in everyday situations, tell time, read a
thermometer, use a calculator, and obtain skills related to personal budgeting, work and money.
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COURSE: EC EXTENDED MATHEMATICS II
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM AND EC EXTENDED
MATHEMATICS I
CREDIT: 1
This course is designed to help students increase their basic knowledge of math skills. The course will focus
on learning to count, add, subtract, multiply, divide, learn linear measurement skills, learn volume
measurement skills, learn mass measurement skills, use money in everyday situations, tell time, read a
thermometer, use a calculator, and obtain skills related to personal budgeting, work and money.
COURSE: EC EXTENDED MATHEMATICS III
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM AND EC EXTENDED
MATHEMATICS II
CREDIT: 1
This course is designed to help students increase their basic knowledge of math skills. The course will focus
on learning to count, add, subtract, multiply, divide, learn linear measurement skills, learn volume
measurement skills, learn mass measurement skills, use money in everyday situations, tell time, read a
thermometer, use a calculator, and obtain skills related to personal budgeting, work and money.
COURSE: EC EXTENDED MATHEMATICS IV
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM AND EC EXTENDED
MATHEMATICS III
CREDIT: 1
This course is designed to help students increase their basic and advanced knowledge of math skills. The
course will focus on learning to count, add, subtract, multiply, divide, learn linear measurement skills, learn
volume measurement skills, learn mass measurement skills, use money in everyday situations, tell time, read a
thermometer, use a calculator, and obtain skills related to personal budgeting, work and money.
COURSE: EC EXTENDED LIFE SCIENCE
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
This course is designed to help students increase their knowledge of living things that are part of their
everyday experiences. This course will focus on the weather, animals, plants, the human body, and issues
related to the human body and the environment.
COURSE: EC EXTENDED PHYSICAL SCIENCE
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
This course is designed to help students increase their knowledge of the forces of nature and that are part of
their everyday experiences. This course will allow students to develop an awareness of motion, forces, and
energy. This course has been designed to provide entry point extensions so all students can have meaningful
and functional access to Physical Science course content.
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COURSE: EC EXTENDED EARTH/ENVIRONMENTAL SCIENCE
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
This course is designed to help students increase their knowledge of nature, formations of the earth, weather,
and living things that are part of their everyday experiences. This course will allow students to develop an
awareness of the relationship between the land, oceans, weather, and daily life. This course has been designed
to provide entry point extensions so all students can have meaningful and functional access to
Earth/Environmental Science course content.
COURSE: EC EXTENDED SOCIAL STUDIES I
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
After participation in classroom activities and individualized instruction, students will demonstrate the ability
to use a calendar and knowledge about geography. Basic calendar information will be taught, including days,
months, numbers, and other facts related to the calendar. Students will also be instructed in map skills and
community information.
COURSE: EC EXTENDED SOCIAL STUDIES II
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
This is a continuation of EC Extended Social Studies I. Students will participate in classroom activities and
individualized instruction so that they will be able to demonstrate knowledge of United States citizenship,
traditions and holidays, and local, state, and federal government.
COURSE: EC EXTENDED SOCIAL STUDIES III
CREDIT: 1
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
This class is a continuation of EC Extended Social Studies II. Students continue to participate in classroom
activities and individualized instruction to further develop knowledge of United States citizenship, history,
traditions, economy, and local, state, and federal government.
COURSE: EC EXTENDED HEALTH AND PE
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
Through individualized and group games/activities, students will develop physical education skills. Activities
vary, and concepts of games are modified to best suit students so that goals and objectives are met. Also,
when provided with experiential teaching in the area of health, students will obtain knowledge related to the
following: safety at home, in the community and on the job; preventing and treating illnesses; and first aid
techniques and procedures. This course has been designed to provide entry point extensions so all students
can have meaningful and functional access to Health and PE course content.
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COURSE: EC EXTENDED PE I
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
Students develop skills that contribute to positive physical, social, mental and emotional growth as they
actively participate in exercise, games and sports. This course has been designed to provide entry point
extensions so all students can have meaningful and functional access to PE I course content.
COURSE: EC EXTENDED PE II
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
Students develop skills that contribute to positive physical, social, mental and emotional growth as they
actively participate in exercise, games and sports. This course has been designed to provide entry point
extensions so all students can have meaningful and functional access to PE II course content.
COURSE: EC EXTENDED VISUAL ARTS I
GRADE: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
This course has been designed to provide entry point extensions so all students can have meaningful and
functional access to Visual Arts I course content.
COURSE: EC EXTENDED VISUAL ARTS II
GRADE: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
This course has been designed to provide entry point extensions so all students can have meaningful and
functional access to Visual Arts II course content.
COURSE: EC EXTENDED CREATIVE ARTS
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
Students develop skills in the area of arts, develop knowledge related to music, obtain functional skills related
to participation in music related activities, and develop skills in the area of dance. This course has been
designed to provide entry point extensions so all students can have meaningful and functional access to
Creative Arts course content.
COURSE: EC EXTENDED FOODS & NUTRITION I
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
Students will participate in functional teaching and task analysis activities to enable them to perform kitchen
activities. This course has been designed to provide entry point extensions so all students can have
meaningful and functional access to Foods I –Fundamentals course content.
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COURSE: EC EXTENDED FOODS & NUTRITION II
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
Students will participate in functional teaching and task analysis activities to enable them to perform kitchen
activities. This course has been designed to provide entry point extensions so all students can have
meaningful and functional access to Foods II –Advanced course content.
COURSE: EC EXTENDED LIFE MANAGEMENT
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
This course is designed to help students to take action for their well being. It is also designed to help students
learn to function in the family and community. Topics include personal development, relationships, career
exploration, life skills, and wellness and nutrition. The focus is on what students need to know and be able to
do to manage as independently as possible. Life skills are reinforced in this course. This course has been
designed to provide entry point extensions so all students can have meaningful and functional access to
Life Management course content.
COURSE: EC EXTENDED TEEN LIVING
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
This course has been designed to provide entry point extensions so all students can have meaningful and
functional access to Teen Living course content.
COURSE: EC EXTENDED EXPLORING LIFE SKILLS
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
Students will increase occupational awareness concerning jobs, vocabulary, and interests; obtain skills needed
to complete a job application, interview for a job, and maintain a job; and obtain skills needed to problem
solve on the job site. This course has been designed to provide entry point extensions so all students can
have meaningful and functional access to Exploring Life Skills course content.
COURSE: EC EXTENDED CAREER PREPARATION
GRADES: 9-12
PREREQUISITE: APPROVAL OF IEP TEAM
CREDIT: 1
Students receive instruction and training in class- and community-based training in order to gain skills in the
following areas: increase stamina, physical strength and dexterity; assembly and packaging; mailing operation;
food service; material handling; retail sales; office work; automotive care; woodworking; horticulture;
custodial cleaning; sewing/crafts; child care; and ceramics.
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