Jones Senior High Curriculum

Jones Senior High

School

Curriculum Guide

1490 Highway 58 S

Trenton, NC 28585

252-448-2451 www.jonesnc.net

Jones Senior High School 2014-15 Curriculum Guide 2

Jones Senior High School Curriculum Guide

Table of Contents

Board of Education – Board Members Contact List .................................... 3

Introduction of JSH’s Guidance Department .............................................. 4

Promotion/Graduation Requirements/Exit Standards ......................... 5-6

EOC Test Facts ....................................................................................................... 7

Introduction of the North Carolina Scholars Program .......................... 8-9

Career Prep Course of Study ........................................................................... 10

College Tech Prep Course of Study .................................................................. 11

College/University Prep Course of Study .................................................... 12

Occupational Prep Course of Study ............................................................... 13

Overview of High School Exit Standards ............................................... 14-15

UNC System Admission Requirements ........................................................ 16

Weighted Grading Scale .................................................................................... 17

Career & College Promise ........................................................................... 18-20

Early Dismissal/Graduation Procedure ...................................................... 21

Other Info: College Entrance, PSAT, Accolades, etc. ........................... 22-23

Career Majors/Pathways ........................................................................... 24-25

English Department Course Descriptions .............................................. 26-28

Mathematics Department Course Descriptions .................................... 29-31

Science Department Course Descriptions .............................................. 32-34

Social Studies Course Descriptions ............................................................ 35-37

Occupational Course Descriptions ................................................................. 38

Foreign Language Course Descriptions .................................................. 39-40

Fine Arts Course Descriptions .................................................................. 41-43

Business & Office Ed. Course Descriptions ............................................ 44-46

Family & Consumer Science Course Descriptions ................................ 47-48

Health Occupations Course Descriptions ............................................... 49-50

Trade & Industry Course Descriptions .................................................... 51-53

Agricultural Department Course Descriptions ................................... 54-56

Health & PE Course Descriptions .................................................................. 58

Aerospace Science Course Descriptions ........................................................59

Special Programs

-NC Virtual Public High School ............................................................... 62

-East Carolina University Second Life Program ..................................63

-Lenoir Community College ........................................................................65

-UNC Greensboro ......................................................................................... 69

Sports & Extra-Curricular Activities ........................................................... 71

2 Revised April 16, 2014

Jones Senior High School 2014-15 Curriculum Guide

Jones County Schools Board of Education

Board Members

Billy Griffin – Chairman

1398 Island Creek Road

Pollocksville, N. C. 28573

Tel.: 252-224-8391

Fax: 252-224-1395

Cell: 252-671-3344

Charlie Gray– Vice Chairman

1040 Old Comfort Hwy.

Trenton, N. C. 28585

Cell: 252-521-4430

Work: 252-448-6001

Barry Jones– Member

Mary Hall – Member

Larry Walston – Member

3



JSHS Guidance Department:

252-448-2451

School Counselors

Ms. Tina M. Nelson – tina.nelson@jonesnc.net

Mrs. Dianne Shlaes – diane.shlaes@jonesnc.net

Data Manager

Mrs. Pam Banks – pam.banks@jonesnc.net

This curriculum guide is published as a service to students, teachers, parents, and the general public. Students/parents are encouraged to study the enclosed data to more wisely select his/her high school program at Jones Senior High. All courses are open to male and female students.

The guidance personnel of our school, which includes every member of our faculty, but particularly the counselors and data manager are interested in helping each student plan his/her school program that most effectively meet his or her needs, whether leading to college or directly to a vocation.

Jones Senior High does not discriminate in the administration of admission policies, programs, activities, and employment practices and benefits regardless of race, sex, color, religion national origin, age, handicap or veteran status in compliance with

Title IX of the education amendments of 1972, Section 504 of the Rehabilitation Act of

1973, and Title IV of the Civil Rights Act of 1964.

Pre-Registration 2014-15

We encourage students and parents to take time to review this Curriculum Guide together and discuss carefully the course listings and graduation requirements, taking into consideration the student's goals, interests, past school performance, and other factors that may need to be considered before registering for courses. The counseling department will provide counseling services during registration to assist you with your course selections.

Courses selected this spring will be the courses the students are placed in next year. Teachers are employed and classes arranged on the basis of the number of students registered for each subject. Therefore, NO CHANGES ARE ANTICIPATED once the school year begins. SCHEDULE CHANGES WILL BE VERY DIFFICULT,

AND WILL ONLY BE DONE DURING THE FIRST TEN (10) DAYS OF THE

SEMESTER. Students are encouraged to consider their course selections seriously during registration, since they will be expected to take those courses selected. When unavoidable conflicts occur, alternates will be scheduled. Therefore, alternate courses should be chosen carefully.



It is important that you schedule the proper courses which will enable you to fulfill the state requirements for graduation and those that will prepare you for your chosen plans after completion. If you are considering attending a four-year college after graduation, we encourage you to complete requirements to enter the North Carolina

University System, College/University Prep pathway since this will give you many options when considering a college. If you plan to enter a community college in a technical field, we encourage you to look carefully at the College Tech Prep, the Career

Prep, and the College/University Prep pathways. JSHS requires all students to take

four pathway courses.

At Jones Senior High, all services and programs are conducted without

discrimination by sex, race, color, national origin, or disability.

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 counselors shall:

1.

Provide guidance and information to students about course selections and requirements prior to ninth grade;

2.

Know and understand the number and nature of credits required for college entrance;

3.

Encourage ninth grade students to complete these requirements in less than four years where feasible and appropriate;

4.

Help students to set up schedules that promote their early completion (within three and a half at Jones Senior) or requirements for college entry, to the extent appropriate for the individual students, as they assist and advise ninth grade students in annual/semester course selection and in career planning activities;

5.

Inform students about opportunities to accelerate completion of graduation requirements and early college entrance opportunities;

6.

Provide information in such settings as orientation sessions, class and grade-level meetings, small group settings, and /or one-to-one sessions;

7.

Distribute and explain this information to school staff and parents; and

8.

Inform students of Dual Enrollment, Virtual High School Courses,

Educational Options Courses, and/or any other accelerated/recovery course offerings.



PROMOTION REQUIREMENTS

Students will be required to meet current promotion requirements as determined by board policy:

1.

Students scoring at Level III or above in reading & mathematics, meeting all local promotion standards and making adequate progress in writing shall be promoted to grade 9, unless determined otherwise by the school principal in consultation with teacher(s).

2.

A sophomore must have a minimum of 6 credits; including English 9.

3.

A junior must have a minimum of 13 credits; including English 9 & 10.

4.

A senior must have a minimum of 20 credits; including English 9, 10, & 11, and is registered for all other promotion requirements necessary for graduation.

All students are expected to meet the minimum course requirements for graduation. Effective with the graduating class of 2013, students must successfully pass

ALL NC End of Course Exams (EOC’s) and Measures of Student Learning (MSL’s.)

A high school certificate will be issued to students who pass local requirements but fail to pass the NC EOC’s. Students who qualify for the NC Scholars Program will receive a special seal on their diplomas. Students who complete the Career-Prep curriculum will receive additional recognition and certifications.

MINIMUM GRADUATION REQUIREMENTS FOR STUDENTS ENTERING

HIGH SCHOOL FROM 2009-2011

In order to graduate and receive a high school diploma, JONES SENIOR HIGH

SCHOOL students must meet the following requirements:

English………………………………………………………………………….…4 units

Math (to include Algebra I, Algebra II & Geometry….………………….…4 units

Social Studies (to include W. Hist., Civics & Econ, & U.S. Hist).………..3 units

Science (to include Earth/Envir., Biology & a physical science)…………3 units

Health/Physical Education……………………………………………………..1 units

Electives…………………………………………………………………………..10 units



Art (if you are a NC Scholar)…………………………………………1 unit



4 pathway courses (one must be a completer)…............................4 units

 2 levels of the same foreign language

(if you are college prep)…………………………………………...…2 units

 2 general electives……………………………………………………..3 units

Total = 25 units



MINIMUM GRADUATION REQUIREMENTS FOR STUDENTS ENTERING

HIGH SCHOOL 2012 AND LATER

In order to graduate and receive a high school diploma, JONES SENIOR HIGH

SCHOOL students must meet the following requirements:

English………………………………………………………………………….…4 units

Math (to include Algebra I)………………………………………………….…4 units

Social Studies (to include W. Hist., Civics & Econ, Amer Hist I & II).…..4 units

Science (to include Earth/Envir., Biology & a physical science)……….…3 units

Health/Physical Education………………………………………………………1 units

Electives……………………………………………………………………………9 units

 Art (if you are a NC Scholar)…………………………………………1 unit



4 pathway courses (one must be a second level)............................4 units

 2 levels of the same foreign language

(if you are college prep)…………………………………………...…2 units



2 general electives……………………………………………………..2 units

Total = 25 units

JONES SENIOR HIGH SCHOOL students must meet the following requirements in order to graduate and receive a high school diploma:



Attain passing scores on all state required tests, which may include: 8th grade

EOG, NC EOC exams, etc.



Successfully complete a minimum of 25 course credits in grades 9-12



Successfully complete one of the four courses of study: Career preparation,

College Technical Preparation, College/University Preparation, or Occupational course of study

Special needs students, excluding gifted and pregnant who do not meet the requirements for a high school diploma shall receive a graduation certificate and shall be allowed to participate in graduation exercises if they meet the following criteria: completion of all IEP requirements and the successful completion of 25 course credits by general subject area. These students are not required to pass the specifically designated courses such as Algebra I, Biology or US History. Students who are enrolled for credit in courses where EOC tests are required shall take the appropriate EOC test.

Students at grades 9, 10, 11, and 12 following the Career Preparation, College

Technical Preparation, or College/University Preparation Course of Study who have not met the competency requirement of Achievement Level III (without the standard error of measurement) or Achievement Level IV on the end-of-grade (EOG) reading and/or mathematics tests/retests or who have not met the competency standard on other approved measures must take the competency test(s). Students following the



Occupational Course of Study (OCS) do not have to pass the competency tests in order to receive a high school diploma.

Students entering the ninth grade for the first time in 2006-07 and beyond will be required to meet new exit standards. The exit standards will only apply to students following the Career Preparation, College Technical Preparation, or College University

Preparation courses of study. These students will be required to pass three end-of-course

(EOC) assessments. The three required EOC assessments are Algebra I, Biology &

English II.

End-of-Course Tests (EOC) Basic Facts:



The end-of-course tests measure the student's grasp of the North Carolina

Standard Course of Study goals and objectives for a particular subject



End-of-course tests are scheduled for the following subjects: Algebra I, English II

& Biology.



EOC tests are given during the last week (block schedule or summer school) of the instructional period



Per State Board of Education policy HSP-C-003 (16NCAC 6D.0305), schools are to use results from all end-of-course tests, including alternate assessments, as at least twenty-five percent (25%) of the student's final grade for each respective course



Approximately two hours are allotted for each test. This includes time for test administration duties and, where appropriate, scheduled breaks



NORTH CAROLINA ACADEMIC SCHOLARS PROGRAM

Students who complete the State Board of Education requirements for a well balanced, challenging high school program will be named North Carolina Scholars and will receive special recognition at graduation, with a special seal affixed to the diploma and recognition in the graduation program.

(Revised May 2012)

The following revised plan is effective for students who enter the ninth grade for the first time in or after 2003-2004.

CHANGES

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 un-weighted grade point average of 3.5. complete all requirements for a North Carolina high school diploma.

Un-weighted grade point average of 3.5 rather than a B

Completion of all requirements for a high school diploma

Credits The following designated number of credits per subject area listed below must be taken in grades 9-12

4

4

English Language Arts I, II, III, IV

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) none

One additional credit required, optional Integrated Math sequence

3

4

2

1

1

1

Science (a Physics or Chemistry course, Biology, and an

Earth/Environmental Science course)

Physics OR Chemistry, an

Earth/Environmental Science course specified

For Ninth Graders Entering in 2009-2012: (World History,

Civics/Economics, and U.S. History) For Ninth Graders Entering in

2012-2013 and Later: (World History, Civics/Economics, American

History I/American History II)

Languages other than English ( two credits of the same language)

Healthful Living

Career and Technical Education

Arts Education (Theatre Arts, Visual Arts, Band, or Chorus)

World History specified none none

A new credit required in

Career/Technical Education and in Arts Education



5

25

Elective credits to include at least two second-level or advanced courses (Examples of electives include JROTC and other courses that are of interest to the student)

Note: Adopted by the State Board of Education in August 2002;

The above is the single plan applicable to students who enter the ninth grade for the first time in or after 2003-2004

Two second-level or advanced level courses required

Two additional credits required



JSHS COURSE OF STUDY GRADUATION REQUIREMENTS

Career Prep Course of Study



English: 4 Credits o English I, II, III, IV or o Honors English I, II, III, IV

 Students entering 9 th grade for the first time in 2009-2010 must score an

Achievement Level 3 or above on the English I EOC



Mathematics: 4 Credits

 Algebra I, Geometry, Algebra II and one additional math OR Integrated

Mathematics I, II, III and one additional math



Science: 3 Credits



A physical science course, Biology, and an Earth/Environmental science



Students entering 9th grade for the first time in 2009-2010 must score an

Achievement Level 3 or above on the Biology EO C



Social Studies: 3 or 4 Credits



World History, Civics & Economics, and United States History



For students entering 9 th grade for the first time in 2012-2013 or later must have 4 credits for World History, Civics and Economics, and

American History I & II courses instead of United States History.



Health and Physical Education: 1 Credit o Health and Physical Education



Foreign Language: not required



Career/Technical: 4 Credits o Select courses appropriate for career pathway to include a second level

(advanced) course or o JROTC: 4 Credits

 4 credits in JROTC or o Art Education (Dance, Music, Theatre Arts, Visual Arts) 4 Credits in an Arts

Discipline



Select courses appropriate for an Art Education Pathway to include a second level or advanced course. Recommend at least one credit in an arts discipline and/or requirement by local decision (for students not taking an Arts Education Pathway)



Electives or Other Requirements o

6 Elective Credits for students entering high school 2009 – 2011 and any other credits designated by LEA o

5 Elective Credits for students entering high school 2012 and later, and any other credits designated by LEA

Total: 25 Credits



College Tech Prep Course of Study








Mathematics: 4 Credits o Algebra I, Geometry, Algebra II or o Algebra I, Technical Math I & II

 Students entering the 9 th grade for the first time in 2006-2007 must score an Achievement Level 3 or above on the Algebra I EOC



Science: 3 Credits

 A physical science course, Biology, and an earth/environmental science

 Students entering 9th grade for the first time in 2009-2010 must score an

Achievement Level 3 or above on the Biology EO C



Social Studies: 3 or 4 Credits

 World History, Civics & Economics, and United States History

 For students entering 9 th grade for the first time in 2012-2013 or later must have 4 credits for World History, Civics and Economics, and







Foreign Language: not required



Career/Technical: 4 Credits o Select courses appropriate for career pathway to include a second level

(advanced) course o Art Education (Dance, Music, Theatre Arts, Visual Arts: not required

 Recommend at least one credit in an arts discipline and/or requirement by local decision (for students not taking an Arts Education Pathway)



Electives or Other Requirements o

6 Elective Credits for students entering high school 2009 – 2011 and any other credits designated by LEA o

5 Elective Credits for students entering high school 2012 and later, and any other credits designated by LEA




College/University Prep Course of Study








Mathematics: 4 Credits o Algebra I, Geometry, Algebra II, & one advanced level math course



Students entering the 9 th grade for the first time in 2006-2007 must score an Achievement Level 3 or above on the Algebra I EOC







Science: 3 Credits o A physical science course, Biology, earth/environmental science and one other science course


Achievement Level 3 or above on the Biology EOC



Social Studies: 3 or 4 Credits o World History, Civics & Economics, United States History, and one other social studies course

 For students entering 9 th grade for the first time in 2012-2013 or later must have 4 credits for World History, Civics and Economics, and





Foreign Language: 2 Credits in the same language

Career/Technical: 4 Credits o Students may select 4 credits o JROTC (Not Required) o Art Education (Dance, Music, Theatre Arts, Visual Arts) Not Required

*North Carolina Scholars’ Program requires at least one credit in an arts discipline



Electives or Other Requirements o 4 Elective Credits and other credits designed by LEA, if N. C. Scholar, 2 elective credits because Art will be one of the 3 remaining credits o 3 Elective Credits and other credits designed by LEA, if N. C. Scholar, 2 elective credits because Art will be one of the 2 remaining credits




Occupational Prep Course of Study



English: 4 Credits o Occupational English I, II, III, IV



Mathematics: 3 Credits o Occupational Intro to Math o Occupational Algebra I o Occupational Financial Management



Science: 2 Credits o Occupational Applied Science o Occupational Biology



Social Studies: 2 Credits o Social Studies I



Government/ U. S. History o Social Studies II



Self-Advocacy/Problem Solving



Health and Physical Education: 2 Credits o Health and Physical Education



Foreign Language Not Required



Career/Technical: 4 Credits o Select courses appropriate for career pathway to include a second level

(advanced) course



Art Education (Dance, Music, Theatre Arts, Visual Arts): 4 Credits in an

Art Discipline o Recommend at least one credit in an arts discipline and/or requirement by local decision (for students not taking an arts education pathway)



Electives or Other Requirements o 5 Elective Credits and other credits designated by LEA o Occupational Preparation 6 Credits o Occupational Preparation I, II, III, IV



Elective credits/completion of IEP objectives/career portfolio required




Overview of the HIGH SCHOOL EXIT STANDARDS

Eligible Students Students entering the ninth grade for the first time in 2009 and beyond will be required to meet new exit standards. The exit standards will only apply to students following the Career Preparation, College

Technical Preparation, or College University Preparation courses of study. These students will be required to perform at Achievement

Level III (with one standard error of measurement) or above on three end-of-course (EOC) assessments.

Students following the Occupational Course of Study are required to meet rigorous exit standards as outlined in State Board of Education policy HSP-N-004 (16 NCAC 6D. 0503).

EOC Assessment Students will be required to perform at Achievement Level III

Requirements (with one standard error of measurement) or above on the three EOC assessments of Algebra I, Biology & English II. Additional information regarding EOC assessments may be found at: http://www.ncpublicschools.org/accountability/parents/highschool.

Retesting,

Remediation,

Students who do not score at Achievement Level III or above on the three end- of-course assessments (i.e. standard

& Review Process administration with or without accommodations or the designated alternate assessment) are required to meet the high school exit standards (i.e., Algebra 1, English II & Biology), the school district shall follow these procedures to determine if students have mastered the content and have met the exit standard for each course:



If a student passes the course and scores below Achievement

Level III on an end-of-course test (i.e. standard administration with or without accommodations) the student shall be given a retest no later than three weeks from the receipt of test results.

Parents may request that their child be excused from the retest. In this case, the parents and child shall be deemed to have accepted participation in focused intervention.



Any student who does not score Achievement Level III or above on the first retest, and any student who is excused from the first retest (i.e. alternate assessment participant, parent refuses retest) must have documentation (e.g., portfolio) of the student’s performance in the EOC course placed on file and the student must receive focused intervention/remediation.



If the student does not score Achievement Level III or above on the second retest/evaluation, documentation (e.g., a portfolio) of the student’s performance in the EOC course is updated.



 The student’s documentation (e.g., a portfolio) is reviewed by a review committee to determine if the exit standard for that course has been met. The review committee should consist of teachers, principals, and central office staff members from the county. An exceptional children’s (EC) teacher must be present if the student has exceptional needs. A limited English proficient (LEP) teacher must be present if the student is identified as LEP, The review committee has the option of recommending that the student (I) retake the course, (2) be provided additional remediation, or (3) based on the documentation, has met the requirements for the exit standard associated with the course.



The principal reviews the recommendation by the committee and makes the final decision regarding the student meeting the exit standard for the course.



MINIMUM ADMISSIONS REQUIREMENTS AT THE 16

INSTITUTIONS OF THE UNIVERSITY OF NORTH CAROLINA



In English , four (4) course units emphasizing grammar, composition, and literature;



Four (4) course units of Mathematics , in any of the following combinations: o Algebra I and II, Geometry, and one unit beyond Algebra II, o Algebra I and II, and two units beyond Algebra II, or o Integrated math I, II, and III, and one unit beyond integrated math III.



(The fourth unit of math affects applicants to all institutions except the

North Carolina School of the Arts.) It is recommended that prospective students take a mathematics course unit in the twelfth grade)



Three (3) course units in Science , including: o at least one unit in a life or biological science (for example Biology), o at least one unit in physical science (for example, Physical Science, Chemistry,

Physics), and at least one laboratory course .



Three (3) course units in Social Studies , including: o one unit in U.S. history, but an applicant who does not have the unit in U.S. history may be admitted on the condition that at least three semester hours in that subject will be passed by the end of the sophomore year;



Six (6) units of electives from the areas of language, literature, mathematics, science, social studies, or business



Two (2) course units in one Foreign Language other than English; (for example,

Spanish, French, German, Russian, American Sign Language, etc.)



Student must have a GPA of at least a 2.0 to be admitted into the UNC System



Students must meet the SAT or ACT requirements for the University of interest

In grade 12 students should take a foreign language and a math course. Students should refer to the catalogs and contact the admissions offices of any institutions to which they plan to apply, since individual schools may require other courses in addition to the minimum requirements. Student

THE UNIVERSITY OF NC IS COMPOSED OF THE FOLLOWING COLLEGES:

Appalachian State University

Winston-Salem State University

NC State University

Elizabeth City State University

Fayetteville State University

NC Central University

Pembroke State University UNC Asheville

East Carolina University UNC Chapel Hill

NC School of the Arts UNC Charlotte

Western Carolina University UNC Greensboro

NC A & T University UNC Wilmington



WEIGHTED GRADES

Advanced/Honors/AP Courses, Academic Gifted classes are courses whose content, pace, and academic rigor place high expectations on the student and surpass standards specified by the (N.C.S.C.S.) Such courses demand a greater independence and responsibility. These courses provide credit toward a high school diploma and require an

End of Course test where available. The State Weighting System adds the equivalent of one quality point to the grade earned in such courses.

Courses that will receive five (5) points are:

Honors English 9, 10, 11, 12

Spanish III & IV

Honors Physical Science

Honors Biology

AP courses will receive six (6) points:

Honors Civic & Economics Honors Geometry

Honors U.S. History Pre-Calculus

Honors Psychology

Honors World History

Honors Algebra II

Honors Chemistry

AP English Language and Composition

AP English Literature and Composition

AP Calculus AP Environmental Science

AP European History

AP World History

AP Physics

Grading

Scale

Un-weighted Weighted Weighted Final

Course

Grade

A

B

C

D

F

93-100

85-92

77-84

70-76

0-69

4

3

2

1

0

5

4

3

2

0

6

5

4

3

0



CAREER & COLLEGE PROMISE

Lenoir Community College and Jones County Schools collaborate to provide flexible, seamless, student-centered educational opportunities for all eligible high school students, which maximize the use of resources and educational opportunities not otherwise accessible. These procedures have been developed to facilitate effective and appropriate planning for a high school student's enrollment.

For many years, small numbers of high school students have participated in

community college courses through "dual" or "concurrent" enrollment. In essence, such enrollments are used as vehicles for the enrollment of advanced high school students in college level courses while still in high school.

Student Eligibility - the Career & College Promise program authorizes cooperative programs for "qualified” high school students. At minimum students must be:



Juniors or seniors in high school; or at least 16 years of age



Must meet minimum placement test scores

Test PLAN ACT Asset COMPASS Accuplacer PSAT SAT

English 15 18 41(writing) 70(writing) 86 (sent. skills

49 500

Reading

Math

17

19

21 41

22 41 Num

Skills & 41

Int. Alg

81

47 Pre-Alg.

& 66 Alg.



Must have a minimum 3.0 GPA

80

55 Arith. &

75 Elem

Alg.

ENROLLMENT GUIDELINES

50

50

500

500

Student Eligibility - The State Board of Community Colleges' policy regarding dual enrollment as cited in NCAC 2C.0301 permits high school students to enroll in a community college course under the following conditions:



The student must be at least 16 years of age



Must be recommended by the chief administrative officer of the high school and approved by the president of the community college



The principal must certify that the student is taking at least two high school courses and is making appropriate progress toward graduation; and (in the case of courses offered in the summer) must certify that such student took at least two high school courses during the preceding semester and made appropriate progress toward graduation



Enrollment of high school students cannot displace adult college students



The student may be admitted for any semester on a space available basis





Students must meet the same prerequisite and course admission requirements as adult college students

Every student enrolled in a community college course is required to attend classes as scheduled. If a student wishes to drop a community college course he/she must notify the principal in writing, within the first ten days of the semester. A conference will be arranged and the request discussed. If the decision to withdraw from the community college course is approved, two options become available (1) the student will be automatically enrolled in a course for one credit or (2) the student may enroll in a 4th period on-line course.

It is imperative that local school and college officials take steps to assure that every student enrolled in a cooperative program is qualified, i.e.:

 Is amply prepared for the demands of a collegiate level course work



Can benefit from the enrichment opportunity

Course Eligibility - To be eligible under the Career & College Promise program:



College credits must be awarded upon a student's successful completion of the course



Courses must meet all other policy requirements affecting curriculum courses



They must be college level, college credit courses for the enrichment of qualified high school students



Eligible courses will be regularly authorized curriculum courses in college transfer, technical and vocational programs which are beyond the scope of high school offerings

Authorization will be extended to most of the academic, vocational and technical courses the community college is authorized to offer in their regular programs. Most courses will be introductory in nature. Certain types of courses (e.g., physical education, typing, etc.) are clearly not written within the intent of the program and therefore, are not eligible under the Career & College Promise program.



Courses must be of the same length and rigor of those offered to regular adult students



Student registrations are to be reported to the Department of Community

Colleges using the regular student registration process



Courses may not duplicate or supplant any existing courses in the local educational agency except by special approval of the exceptions committee.



College credit will be awarded upon successful completion of the courses

 High school credit may be awarded upon successful completion and will be based upon credit hour equivalencies, i.e. 1 unit for 6 semester hours credit



Cost:



Students enrolling under Career & College Promise shall be exempted from tuition



Local boards of education may pay the cost of textbooks and fees

 Student enrolled in the cosmetology classes must provide their own transportation however; textbooks and kits may be paid for by local board of education.



EARLY DISMISSAL

In keeping with the North Carolina State Board of Education Policy (SBE policy

HSA - G - 001 outlining the Basic Education Program) "Schools shall not allow early work release during the school day for students participating in any other forms of work experience such as a part-time job, unsupervised by the school.

Work-based learning strategies allow schools to go beyond the classroom and into the community to develop student competences. An essential component of any work-based learning is connecting the work place to school-based learning.

Students receiving academic credit for work-based learning experience must participate in one of the following forms of work-based learning:



High School Apprenticeships in which students are officially registered through the North Carolina Department of Labor and follow guidelines determined by

Administrative Code, State Law and Federal Law



Internships connected to course work in the North Carolina Standard Course of

Study (paid or unpaid)

EARLY GRADUATION PROCEDURE

If a student is a senior and has earned the required number of units of credit for graduation by the end of first semester, the student may exit high school with an official transcript. During the second semester, the student may participate in certain activities specified by the principal (i.e. prom, senior trip, etc) and in graduation exercises at the end of the second year. If a student wants to graduate early and has met all of the requirements, he/she must submit to the principal an “Application for Early Exit” at

least 30 days before the end of the semester. Those who choose this option will have an official graduation date of the last day in that semester ending in January. The diploma will be issued at June's graduation exercise. For proof of graduation, a student may obtain a Final Transcript, which will show their graduation date.

If seniors eligible to graduate after the first semester continue into the second semester and then decide not to continue in attendance, he/she will be assigned a grade of 55 for each second semester class in which he/she is enrolled. In this case, the student may not participate in any extracurricular activities, including graduation exercises.

Scholarships - Since graduation after first semester has only been an option for a few years, most scholarship donors have not adjusted their requirements. Most scholarships are for current seniors. Students who finish in January are graduates, not seniors.

There may be some scholarships for which graduates may apply. Graduates are encouraged to check with the financial aid office of their entering college, especially if plans are to enter second semester. The counselor will help in any way possible.



OTHER INFORMATION

Counseling Services

Counseling services are available to all students to assist them with the important decisions concerning course selection, post-high school education, academic, career options, and social and personal concerns. All students are encouraged to see the counselor during the year to discuss any concerns they might have in these matters.

Driver Education

Driver Education is not offered during the instructional school day. The thirty hours of class work and six hours of driving instruction required by the state are available after school and during the summer. Further information on this program will be available at the beginning of the school year and through the principal's office.

Homebound Instruction

If a student is confined in a hospital or at home, at the direction of a physician, he/she may be eligible for homebound instruction. The purpose is to assist the student in maintaining his/her grades while convalescing--not to provide instruction equal to that ordinarily received in the classroom, and not for the purpose of bringing up failing grades. It is the family's responsibility to notify the school immediately if there is the possibility a student may need this service.

College Entrance Tests

Students planning on attending a four-year college should consider taking either the SAT or the ACT in their junior and/or senior years. The SAT is given at Jones Senior

High School, New Bern High School, Kinston High School, and Jacksonville High School several times a year. Students must apply in advance, pay a test fee, and receive a ticket from Princeton, NJ, in order to take this test. The ACT is given at Havelock High School,

Jacksonville High School, Kinston High School, Bethel Academy, and East Carolina

University. Dates for the tests are posted for students around campus to see, and on the counselor’s door. Some colleges (such as UNC-Chapel Hill) may also require enrolling students to take the SAT II Subject Tests (Achievement Test), administered also by the

National Testing Service in Princeton, NJ. This information would be included on the college application or can be obtained by contacting the individual college . Waivers are available to pay for fees for students that qualify. The ACT is required of all 11 th graders and is given in the spring, at no cost to them.

PSAT/NMSQT:

The Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying

Test is given each year in October. Taking the PSAT as a junior is necessary if a student wishes to be considered in the National Merit Scholarship program. Juniors who plan to take the SAT or ACT should also consider taking this test as a preparation for the SAT.

The PSAT is required of all 10th graders.



PLAN:

The PLAN is given each year in October. Taking the PLAN prepares students to take the ACT their junior year. Students will be placed in ACT prep, their junior year, based on their PLAN scores.

Scholastic Recognition - Scholarship at the close of each grading period through the following accolades:



Superintendent's List - comprised of students who achieve a minimum grade of

"98" in each subject.



Principal's List - comprised of students who achieve a minimum grade of "93" in each subject.



Honor Roll - comprised of students who achieve a minimum grade of "85" in each subject.



National Honor Society - Membership in the National Honor Society is an honor bestowed upon students in the tenth, eleventh and twelfth grades who have accumulated a grade point average of at least 3.63. In addition to outstanding scholarship, potential candidates must demonstrate the qualities of service, leadership, and character. All these qualities are of equal importance in obtaining membership. A council comprised of members of the faculty selects students for membership (11 th and 12 th graders).



National Technical Honor Society – Membership in the National Technical

Honor Society is an honor bestowed on students in the tenth, eleventh and twelfth grades who have earned a 90 or higher in all of their Career and Technical courses. Students must not have been suspended and



Marshals - The top twelve juniors with a minimum of a 3.63 GPA at the end of the third nine weeks will be selected as Marshals. If there is more than one student with the same GPA at the number twelve positions, all students tied for twelfth will be included as Marshals. Marshals will be recognized and have formal duties at Awards Day and Graduation.



Valedictorian and Salutatorian - will be chosen from the seniors who have the highest weighted academic averages. The following Requirements must be met: o A student must be enrolled at Jones Senior High School the entire senior year to qualify for Valedictorian and Salutatorian. o No Suspensions (In school or out of school)



COLLEGE/UNIVERSITY PREP, COLLEGE TECH PREP, CAREER PREP,

& OCCUPATIONAL PREP

Career Majors/Pathways Questions to Consider - (Select One)

1.

What are career majors/pathways and why do I need one? a.

Help you focus your course selection, and b.

Lead to further education and a career

You should successfully complete four (4) credits in one career major/pathway and one of the courses should be an upper-level course.

2.

Who chooses a career major/pathway?

All high school students: those going into the military or other workplace; those groups that plan to attend a community college; and those groups that plan to attend a four-year college or university.

3.

What are the four (4) courses of study and do I have to choose one?

Yes, all students will choose a course of study with help from their teachers, counselors, and parents/guardians. YOU SHOULD CHOOSE CAREFULLY BECAUSE YOU

MUST COMPLETE YOUR CHOSEN COURSE OF STUDY IN ORDER TO

RECEIVE A HIGH SCHOOL DIPLOMA.

The four courses of study are:



Career Prep--for students planning to enter the workforce or military after high school graduation



College Tech Prep-- for students planning to attend technical programs such as those offered at a community college or to enter the military after high school graduation.

 College/University Prep -- for students planning to attend a four-year college or university after high school graduation



Occupational -- for students with Individual Education Plans (IEP)

4.

Can I change my career major/pathway?

Yes, but choose wisely in the beginning, so that your course will count toward completion of your career major/pathway and your course of study.

Courses of study are divided into eight career/technical pathways at Jones Senior

High :

Agricultural Technologies

Allied Health Science

Air Force JROTC

Arts and Humanities



Automotive Technologies

Construction Technologies

Business Technologies

Family & Consumer Sciences

Career-Prep students planning to enter military service after high school may be eligible for an advanced rank after boot camp if they successfully complete three years of Junior

ROTC at Jones Senior High.

Ninth graders will enter high school with a working four-year plan that will be updated throughout high school. It is important that each parent and student meet with the school counselor and/or your A/A advisor at least once a year to review the plan and revise it if necessary so that each senior will have completed the necessary requirements for his/her chosen program.



COURSE DESCRIPTIONS

ENGLISH DEPARTMENT

Language Arts

Credit: 1

Prerequisite: Level 1 or 2 on 8 th

grade EOG

Grade Level: 9

Language Arts is designed to transition entering freshmen to high school level academic and coherence, unity, and grammar structures essential to paragraph development.

Viewing will be used as enrichment to classroom activities.

Freshman Seminar

Credit: 1

Prerequisite: 363 or lower on 8 th

grade EOG

Grade Level: 9

Freshman seminar is designed to allow incoming freshmen to develop skills needed to achieve their highest potentials in their high school careers. In addition to beginning the graduation project, learning about character education, and setting personal goals, freshman seminar will focus on developing reading, writing, study, test taking, research, speaking, and organization skills.

English 9

Credit: 1 Grade Level: 9

The English 9 course uses literature as a base to explore the five communication skills.

Literature focuses on genre, elements, and literary terms, with opportunities for students to write using the test selections as models. Vocabulary and basic rules of grammar, usage and mechanics are emphasized. Students must pass End of Course Test (EOC) in order to be promoted to Grade 10.

English 10

Credit: 1

Prerequisite: English 9

Grade Level: 10

The English 10 course emphasizes writing as a process from the prewriting stage to the publishing stage. Students will be asked to relate all paragraphs to a main idea, to maintain a logical flow of ideas through the writing and to use transitional devices to link ideas. A review of grammar is included as an integral part of the course. The study of world literature will provide students with engaging and stimulating reading, multicultural activities, and the opportunity to think critically from a global perspective.

English 11

Credit: 1


Grade Level: 11

The English 11 course stresses interpretative comprehension through a chronological survey of American Literature and its relationship to American history. In addition, traditional and modern selections are studied to help students develop skills necessary for understanding and appreciating literature. Emphasis is also placed on the study of different writing styles and forms of composition.



English 12

Creidt: 1


Grade Level: 11

The English 12 course emphasizes students' awareness of the history and structural changes in the English language. Additional emphasis is placed on the historical influence of literature through a chronological survey of British literature. Individual writers' styles and purposes are stressed as bases for comparison and contrast. With literature as a basis, the five communication skills are taught as integral parts of the curriculum rather than as isolated units. Argumentative and analytical writing is stressed.

Honors English 9 (Weighted)

Prerequisite: Level


Prerequisite: A grade of 85 or higher in Honors English 9 or 93 or higher in English 9


Prerequisite: A grade of 85 or higher in Honors English 10 or a 93 or higher in English

10


Prerequisite: A grade of 85 or higher in Honors English 11 or 93 or higher in English

11

Honors English in grades 9 through 12 are courses specifically designed for students who show high academic achievement. Courses emphasize an in-depth study of composition and literature with required outside writings and classical readings to include critical writings of the literary selections. Sentence structure, functions of clauses and phrases, usage, and an increase of vocabulary through word origin, syntax, analogies, and context will be stressed.

AVID

Credit: 1 unit

Prerequisite: Students must apply, and be interviewed

Grade Level: 9-12

AVID is a course designed to prepare students for success in a rigorous secondary curriculum and four-year college. The mission of AVID is to ensure that all students and most especially that student considers him/her self in the middle academically but is capable of completing a college preparatory path.

ACT Preparation

Credit: 1 unit Grade Level 11

Prerequisites: Successful completion of English 9, enrollment in the appropriate grade level English (English 10, English 11 and English 12) and intent to attend a four-year university or college.



The course is designed to improve overall performance in PSAT/SAT/ACT scores.

Emphasis will be placed on vocabulary development, reading comprehension skills and test techniques.

29



MATHEMATICS DEPARTMENT

The Mathematics Department of Jones Senior High School will actively participate in the forging of Jones Senior's partnership with family and community. This will guarantee an exceptional mathematics experience which celebrates diversity of abilities and skills through recognition and support of all students in our programs. This on going partnership will enable the student to bridge the gap from school experiences to the world of work, adult roles, and civic responsibilities.

Foundations of Math I Prerequisite: Required of all 9 did not take th grade students that

Math I in middle school

Foundations of Math I provides students with skills and knowledge required to be successful in high school math courses concentrating mainly on Algebra I topics.

Students will perform operations with polynomials, work with linear functions, graphing on a coordinate plane, and translate between verbal, algebraic, and numerical representations. Appropriate technology, from manipulatives to application software, should be used regularly for instruction and assessment. Calculators will be used daily to enhance student’s learning.

Math I Prerequisite: Foundations of Math I

Math I continues the study of algebraic concepts. It includes operations with polynomials and matrices, creation and application of linear functions and relations, algebraic representations of geometric relationships, and an introduction to nonlinear functions.

Students will be expected to describe and translate among graphic, algebraic, numeric, tabular, and verbal representations of relations and use those representations to solve problems. Appropriate technology, from manipulative to calculators and application software, should be used regularly for instruction and assessment.

Foundations of Math II

Prerequisite: Level III on Math I EOC, with a passing grade in Math I

Tech Math I continues the student’s study of algebraic topics building upon concepts learned in Math I. Students will use tables, formulas, and algebraic expressions to model and solve problems. They will define and used linear and nonlinear functions to model and solve problems. They will also explore the topics of Math II to help ensure their success in that class. Appropriate technology, from manipulatives to application software, should be used regularly for instruction and assessment. Calculators will be used daily to enhance student’s learning.



Math II

Prerequisite: A grade of 80 or better in Algebra I

Math II continues students' study of advanced algebraic concepts including functions, polynomials, and rational expressions, systems of functions and inequalities, and matrices. Students will be expected to describe and translate among graphic, algebraic, numeric, tabular, and verbal representations of relations and use those representations to solve problems. Emphasis will be placed on practical applications and modeling.

Appropriate technology, from manipulative to application software, should be used regularly for instruction and assessment. Calculators will be used daily to enhance topics.

Honors Math II (Weighted)

Prerequisite: A grade of 93 or better in Math I

Honors Math II includes all the topics covered in the corresponding Math II class.

However, the material will be covered in greater complexity, novelty, acceleration, or pacing, and reflect a defensible differentiated curriculum. This course extends beyond the traditional Math II curriculum in both breadth and depth of study. It also provides problem-seeking and problem-solving opportunities for students. Calculators will be used daily to enhance instruction.

Math III

Prerequisite: A passing grade of 80 or above in Math II

Math III builds the students' understanding of geometric concepts. Students will move from an inductive approach to deductive methods of proof in their study of geometric figures. Reasoning skills will be emphasized and students will broaden their use of the coordinate plane. Appropriate technology, from manipulative to calculators and application software, should be used regularly for instruction and assessment.

Honors Math III (Weighted)

Prerequisite: A passing grade of 93 or above in Math II or an 85 or higher in H Math II

Honors Math III includes the topics covered in the corresponding Math III class.

However, the material will be covered in greater complexity, novelty, acceleration or pacing, and reflect a defensible differentiated curriculum. This course extends beyond the traditional geometry curriculum in both breadth and depth of study. It also provides problem-seeking and problem-solving opportunities for students.

Discrete Mathematics

Prerequisite: Passing grade in Math III Grade Level: 10-12

Discrete Mathematics introduces students to the mathematics of networks, social choice, and decision making. The course extends students’ application of matrix arithmetic and probability. Applications and modeling are central to this course of study. Appropriate


Jones Senior High School 2014-15 Curriculum Guide 32 technology, from manipulatives to calculators and application software, should be used regularly for instruction and assessment.

Advanced Functions and Modeling (Weighted)

Prerequisite: Successful completion of Both Math II & III

Advanced Functions and Modeling provides students an in-depth study of modeling and applying functions. Home, work, recreation, consumer issues, public policy, and scientific investigation are just a few of the areas from which applications should originate. Appropriate technology, from manipulative to application software, should be used regularly for instruction and assessment.

Pre-Calculus (Weighted)

Prerequisite: A grade of 80 or better in Math III

Pre-Calculus provides students an honors-level study of trigonometry, advanced functions, analytic geometry, and data analysis in preparation for calculus. Application and modeling should be included throughout the course of study. Appropriate software should be used regularly for instruction and assessment.

AP Calculus (Weighted)

Prerequisite: A grade of 80 or better in Pre-Calculus & Teacher Recommendation

Advanced Placement Calculus develops the students' understanding of the concepts of calculus (functions, graphs, limits, derivatives, and integrals) and provides experience with its methods and applications. The course encourages the geometric, numerical, analytical, and verbal expression of concepts, results, and problems. Appropriate technology, from manipulative to calculators and application software, should be used regularly for instruction and assessment.

ACT Preparation

Prerequisites: Successful completion of English 9, enrollment in the appropriate grade level English (English 10, English 11 or English 12)

The course is designed to improve overall performance in SAT/ACT scores.



SCIENCE DEPARTMENT

The science department performs two roles in the curriculum of the school.

The first is to present basic information in the area of the physical and the biological sciences designed to be of practical value to all students. The second role is to provide a more advanced level of study for any students who would like to increase their scientific literacy or who plan a career in the fields related to science, math, or technology.

Earth/Environmental Science

Prerequisite: None

Earth Science is the study of the earth's history, structure, atmosphere, weather, and oceans. It is also the study of the position, composition, and other characteristics of the planets, stars, and other bodies in space. This course is a graduation requirement.

Honors Earth Science


In Honors Earth/Environmental Science students are expected to work independently on a variety of assignments and accept greater responsibility for their learning. In order to develop a greater understanding of the processes that shape our everyday lives, the curriculum will integrate inquiry investigations and a variety of technologies with the study of earth as a system. The impacts of human activities on earth systems will also be a focus. The results of student investigations should be communicated though presentations and formal laboratory reports.

AP Environmental Science (Weighted)

Prerequisite: Biology, Chemistry, and H Ecology

This course merges the science and introduces new avenues to explore from a social science standpoint. The interdisciplinary course allows the students to delve deeply into ecology, chemistry, thermodynamics, and economics. Successful completion on the AP

Exam will result in college credit.

Physical Science


This course is a basic introduction to physics and chemistry. Concepts and terminology are basic and math is kept to a minimum. Practical application is emphasized. Topics of study include motion, energy, electricity, magnetism, heat, structure of matter, and chemical reactions.



Honors Ecology

Pre-Requisite: Biology and Chemistry Grade Level: 10-12

This course will review major ecological concepts from Biology, identify the techniques used by ecologists, provide an overview of local and global environmental issues, and examine individual, group and governmental activities important for protecting natural ecosystems. The course has been designed to identify environmental problems and issues, to utilize research methodology for the study of natural ecosystems, and to consider appropriate solutions and analytical techniques. Discussion and understanding will be emphasized.

Biology

Prerequisite: Successful completion of Earth/Environmental Science

Biology is the study of living things and their relationship to the environment with emphasis placed on the six kingdom classification systems. This course is a requirement for graduation.

Honors Biology (Weighted)

Prerequisite: A grade of 93 or higher in Earth/Environmental Science

Biology is the study of living things and their relationship to the environment with emphasis placed on the six kingdom classification systems. Concepts will be explored on an advanced level. Biology is a requirement for graduation.

Chemistry

Prerequisite: "C" or higher in Math II, Biology & Physical Science

Chemistry is the study of the structure and chemical interactions of matter. Laboratory experiments are an important element of this class. Topics of study include atomic structure, chemical formulas and equations, solutions, chemical reactions, and properties of the elements.

Honors Chemistry (Weighted)

Prerequisite: Math I and 10 th

grade minimum

Chemistry is the study of the structure and chemical interactions of matter. Laboratory experiments are an important element of this class. Extensive math skills will be used.

Topics of study include atomic structure, chemical formulas and equations, solutions, chemical reactions, and properties of the elements.



Honors Physics (Weighted)

Prerequisite: Physical Science and Advanced Functions and Modeling (11 th

or 12 th grade)



SOCIAL STUDIES DEPARTMENT

The goals and objectives of the Jones Senior High School Social Studies Curriculum closely parallel the North Carolina Standard Course of Study and the National Social

Studies Curriculum Standards. The expected outcome for the social studies curriculum is that it:



Fosters individual & cultural identity along with understanding of the forces that hold society together or pull it apart;

 Includes observation of and participation in the school and community;



Addresses critical issues and the world as it is;

 Develops perspectives on students’ own life experiences that allows them to see themselves within the broader world context;



Prepares students to make decisions based on democratic principles; and



Leads to citizen participation in public affairs.

World History


World History at the 9th grade level is a survey course that gives students the opportunity to explore recurring themes of human experiences common to civilizations around the globe from ancient to contemporary times. Students broaden their historical perspectives as they explore ways societies have dealt with political, economic, and social continuity and change, affected by issues such as war and peace, internal stability and strife, and the development of institutions.

Honors World History (Weighted)

Prerequisite: Level III or IV on 8 th

grade EOG

World History at the 9th grade level is a survey course that gives students the opportunity to explore recurring themes of human experiences common to civilizations around the globe from ancient to contemporary times. Students broaden their historical perspectives as they explore ways societies have dealt with political, economic, and social continuity and change, affected by issues such as war and peace, internal stability and strife, and the development of institutions. In the Honors course writing and research skills are emphasized and are organized around the student doing extended reading, writing and research assignments in addition to the regular course requirements.

Civics and Economics

Prerequisite: World History

Students in this course will acquire skills and knowledge necessary to become responsible and effective citizens in an interdependent world. Students will be assisted in developing a much-needed practical understanding of the economic, legal, and political systems that influence their lives as consumers and citizens.



Honors Civics and Economics

Prerequisite: A grade of 93 or higher in Honors World History

Students in this course will acquire skills and knowledge necessary to become responsible and effective citizens in an interdependent world. Students will be assisted in developing a much-needed practical understanding of the economic, legal, and political systems that influence their lives as consumers and citizens. In the Honors course writing and research skills are emphasized. The course is organized around the student doing extended reading, writing and research assignments in addition to the regular course requirements

United States History

Prerequisites: World History, Civics and Economics

After the study of World History and Civics & Economics, this survey course begins with the national period and the administration of George Washington and continues to current times. The focus of this course provides students with a framework for studying political, social, economic, and cultural issues, and for analyzing the impact these issues have had on American society.

Honors US History

Prerequisites: A grade of 93 or higher in H World History and H Civics and Economics

The honors course in United States History provides the opportunity for rigorous academic study, and the practical application of the major ideas and concepts found in the study of American history. The course requires students to take greater responsibility for their learning by participating in problem-seeking and problem-solving, scholarly and creative processes, critical analysis and application, reflective thinking, and the expression and defense of ideas generated through the study of the content. Honors

United States History follows the same course of study as the corresponding standard

United States History course. Honors United States History is distinguished by a difference in the quality of the work expected, not merely an increase in quantity.

American History I


The Founding Principles have been designed to provide a framework for studying political, social, economic, and cultural issues, and for analyzing the impact these issues have had on American society over time. Students will continue to build upon previous studies of American History, the fundamental concepts in civics and government, economics, culture and geography taught in grades kindergarten through eight and use skills of historical analysis as they examine American history. This course goes beyond memorization of isolated facts to the development of higher level thinking skills, encouraging students to make historical assessments and evaluations.



American History II


The Founding Principles will trace the change in the ethnic composition of American society; the movement toward equal rights for racial minorities and women; and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and 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 interactions, and understand the impact of events on in the

United States in an interconnected world.



OCCUPATIONAL COURSE OF STUDY

Jones Senior High School serves students identified with special needs in several categorical areas. Students with special needs are served in a range of service delivery models. The goal at Jones Senior is to meet the educational and emotional needs of students with special needs using the least restrictive model appropriate to the particular student. Students who require highly structured and individualized instruction in small settings may be served in self-contained classrooms.

Some students with special needs can successfully be served in the mainstream where support is offered through a resource class model or on an as-needed basis. In some situations, a combination of programming approaches may best suit the student's needs.

Occupational Preparation I

Occupational Preparation II

Occupational Preparation III

Occupational Preparation IV

Course Code: 92400EC

Course Code: 92410



Credit: 1 unit Grade Level: 9-12

This course id designed to introduce students to the fundamental attitudes, behaviors, and habits needed to obtain and maintain employment in their career choice and make career advancements. Students will participate in school-based learning activities including work ethics development, job-seeking skills, decision-making skills, and self- management. Students will be involved in on-campus vocational training activities such as school factories, work-based enterprises, hands-on vocational training in workforce development education courses and the operation of small businesses. Formal career planning and development of knowledge regarding transition planning begins in this course and continues throughout the strand of Occupational Preparation Courses.



FOREIGN LANGUAGE

SPANISH

The Foreign Language Program at Jones Senior High School is designed to develop student competency in the Spanish. The program provides for direct experience with a different culture so that students become sensitive to other ways of thinking to better understand and cope with an increasingly interdependent world. The foreign language program provides cultural and aesthetic enrichment and assists students in appreciation and knowledge of their first language.

It enhances skills needed in other subjects, facilitates the learning of other languages, and provides expansion of employment opportunities.

Spanish I

Prerequisite: C or better in English I

Spanish I is an introduction to basic written and spoken communication skills, with cultural explanations where appropriate.

Included are: the alphabet, pronunciation, greetings, conversational skills, extensive vocabulary, parts of speech, sentence construction, basic verb tenses, and short compositions lessons are taught predominantly in Spanish, with the exception of reviews and grammar explanations. To be successful, a good command of English grammar is needed and a prior "C" average or better in English I is recommended.

Spanish II

Prerequisite: C or better in Spanish I; Good Command of English Language

Spanish II continues to refine the communication skills introduced in Spanish I. This course is primarily taught in Spanish with very few exceptions. The following components are included: new vocabulary, more sophisticated grammar constructions, more complex verb tenses, and cultural studies. Translating articles, oral presentations, and composing essays will be of primary importance.

Spanish III (Weighted)

Prerequisite: C or better in Spanish II & Recommendation of Teacher

Spanish III further expands the skills acquired in Spanish II. Students concentrate on conversation, composition, advanced grammar, and especially extensive, useful vocabulary. Authentic Spanish literature will be read and discussed. Communication skills will be refined via oral presentations and written essays. The main goal will be to use and understand Spanish proficiently by speaking, listening, reading and writing it.



Spanish IV (Weighted)

Prerequisite: B or better in Spanish III & Recommendation of Teacher

The focus of the Spanish IV course 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. They satisfy routine social demands and meet most social requirements.

Another emphasis of this course 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, they are able to use the language inside and outside of the classroom setting.

The fourth year of the Spanish language allows the student to attain skills in grammar structures, phonics, and vocabulary in order to develop communication skills at the intermediate-mid to intermediate-high proficiency level. They will understand and interpret spoken and written language on a variety of topics related to the environment.

This course will be taught in Spanish and it is expected that students communicate in the target language. Students will use strategies that will promote writing, speaking, listening, and reading comprehension skills.



FINE ARTS DEPARTMENT

Our purpose in the Art department is to involve the students in the educational process through several approaches to the visual or fine arts. The first goal is to give students a visual and historical awareness of our surrounding art world. The second goal is to allow students to become more aware of their own aesthetic and creative natures. The third goal is to encourage students to create artistic pieces of artwork through self-discipline, understanding, skill and craftsmanship.

Art I

Prerequisite: None

Students will gain knowledge of different art processes and how they are used in two- dimensional and three-dimensional artwork. Emphasis will be placed on the Elements of

Art, Principles of Art, Color Theory, Art Vocabulary, Art Criticism, Aesthetics, Art

History, and the use and safety of art media and supplies. This is a teacher structured environment with problem solving, decision making, and art discipline emphasized throughout the course.

Art II

Prerequisite: 80 or better in Art I

Students will build upon the technical skills and foundation of knowledge developed in

Art I. The study of the Elements of Art, Principles of Art, Color Theory, Art Vocabulary,

Art Criticism, Aesthetics and Art History will continue throughout this course. This is a teacher-structured environment; however students are encouraged to become more independent learners responsible for their decisions and outcomes. Various processes, procedures, and theories will be presented in a manner which allows for independent choices and individual solutions to reaching project goals. Students will research different art styles, art careers and cultures to discover how these reflect and affect the

Arts globally and within their own artwork.

Honors Art III

Prerequisite: 85 or better in Art II and teacher recommendation

Students will build upon the technical skills and knowledge developed in Art I and Art II.

There will be a more in-depth, independent, studio-focused study of art processes and techniques as well as Aesthetic issues of the two-dimensional nature including, but not limited to, drawing, painting and printmaking. Students will assemble a Professional

Portfolio showcasing their skills and knowledge of various art mediums, techniques and styles by completion of this course.



Honors Art IV

Prerequisite: 85 or better in Art II & teacher recommendation

Students will build upon the technical skills and knowledge developed in Art I and Art II.

There will be a more in-depth, independent, studio-focused study of art processes and techniques as well Aesthetic issues of the three-dimensional nature including, but not limited to, hand-building clay, thrown clay on the potter’s wheel, multimedia sculpture and multicultural crafts. Students will assemble a Professional Portfolio showcasing their skills and knowledge of various art mediums, techniques and styles by completion of this course.

Band I


Beginners band is an entry-level course continuing to build on the comprehensive music education students have received in grades K-8. Band students will study and perform various musical styles. Students should develop an appreciation and understanding of the value of music, and demonstrate appropriate instrumental practices. Public performances are an essential part of the class. For each student, special emphasis is placed on music performances. Students will be graded on their ability as well as on their efforts.

Band II

Prerequisite: Band I

High school band students will study various musical styles. A continuation of music theory, musical symbols and terms, and music history are included in class objectives.

Students should develop an appreciation and understanding of the value of music. Public performances are an essential part of the class. For each student, special emphasis is placed on music performances.

Honors Band III

Prerequisite: Band II

Honors Band III addresses the competency goals and objectives of the North Carolina

Standard Course of Study for Instrumental Music III and provides additional extensions of these goals and objectives as a foundation for advanced proficiencies in performance, conducting, listening, appreciation, history, analyzing, composing, the use of current technology, and research culminating in written reports.

Honors Band IV

Prerequisite: Band III

Honors Band IV is an advanced continuation of Honors Band III and addresses the competency goals and objectives of the North Carolina Standard Course of Study for

Instrumental Music IV and provides additional extensions of these goals and objectives as a foundation for advanced proficiencies in performance, conducting, listening,


Jones Senior High School 2014-15 Curriculum Guide appreciation, history, analyzing, composing, the use of current technology, and research culminating in written reports.

44



BUSINESS, FINANCE & INFORMATION TECHNOLOGY

EDUCATION

The Business Education Department is to accomplish the goals of excellence and equity for our student population by ensuring that every staff member will provide each student with a positive attitude toward self and learning, as well as the ability to think creatively and critically, communicate effectively, welcome diversity in people, and contribute to society. Jones Senior High School Business Education Department will accomplish these goals by offering a variety of business subjects that will assist students in preparation for post secondary education and entry into the work place.

Honors Business Law Prerequisite: None

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.

Honors Principles of Business Prerequisite: None

This course introduces the major principles & concepts that are the major foundations of future study of business and management. Topics of study include basic business principles, personal finance concepts, management concepts, systems thinking, quality management, and the current environment of business in multinational market place.

Honors Personal Finance Prerequisite: None

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)


Jones Senior High School 2014-15 Curriculum Guide 46 competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

Microsoft Word, PowerPoint, and Publisher Prerequisite: None

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.

Microsoft Excel & Access Prerequisite: Microsoft

Word, PowerPoint & Publisher

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.

Entrepreneurship I Prerequisite: 2 Business classes

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


Jones Senior High School 2014-15 Curriculum Guide 47 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.

Marketing I Prerequisite: None

In this course, students develop an understanding of the processes involved from the creation to the consumption of products/services. Students develop an understanding and skills in the areas of distribution, marketing-information management, market planning, pricing, product/service management, promotion, and selling. Students develop an understanding of marketing functions applications and impact on business operations.

Mathematics and social studies are reinforced. Work-based learning strategies appropriate include cooperative education, entrepreneurship, internship, mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship is not available for this course. DECA (an association for Marketing Education students) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

Adobe Visual Design Prerequisite: Must be a senior

This course is a project-based course that develops ICT, career, and communication skills in print and graphic design using Adobe tools. This course is aligned to Adobe

Photoshop, Adobe In-design, and Adobe Illustrator certifications. English language arts are reinforced. Work-based learning strategies appropriate for this course include job shadowing. Apprenticeship and cooperative education are possible 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.

CTE Internship Prerequisite: Must have taken at least two

CTE classes, one being a level II class

Students who participate in apprenticeships or pre-apprenticeships through the North

Carolina Department of Labor, Apprenticeship and Training Bureau can also earn CTE credit while they earn hours and experience toward an adult apprenticeship leading to a completed journeyman certificate. This course is appropriate for occupations that do not require a college degree but require a high level of skill and knowledge.



FAMILY AND CONSUMER SCIENCES EDUCATION

Family and Consumer Science Education classes offer both young men and young women the opportunity to develop life long skills for home and careers. Classes focus on relationships, consumer skills, nutrition and wellness, health occupations, parenting skills and early childhood education.

Career Management Prerequisite: None

This course prepares students to locate, secure, keep, and change careers. Emphasis is placed on self-assessment of characteristics, interests, and values; education and career exploration; evaluation of career information and creation of a career plan. Based on the

National Career Development Guidelines, skills learned in this course include, but are not limited to communications, interpersonal skills, problem solving, personal management and teamwork. English language arts are reinforced. Work-based learning strategies appropriate for this course include business/industry field trips, internships, job shadowing, and service learning. Student participation in Career and Technical Student

Organization, (CTSO) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences

Teen Living Prerequisite: None


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.

Foods I - Fundamentals

Credit: 1 unit


This course examines the nutritional needs of the individual. Emphasis is placed on the relationship of diet to health, kitchen and meal management, food preparation and sustainability for a global society, and time and resource management. English language arts, mathematics, science, and social studies are reinforced. Work-based learning strategies appropriate for this course include service learning and job shadowing.

Apprenticeship and cooperative education are not available for this course. Family,

Career and Community Leaders of America (FCCLA) competitive events, community


Jones Senior High School 2014-15 Curriculum Guide 49 service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

Honors Foods II



This course focuses on advanced food preparation techniques while applying nutrition, food science, and test kitchen concepts using new technology. Food safety and sanitation receive special emphasis, with students taking the exam for a nationally recognized food safety credential. Students develop skills in preparing foods such as beverages, salads and dressing, yeast breads, and cake fillings and frostings. A real or simulated in-school food business component allows students to apply instructional strategies. English language 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.



HEALTH SCIENCE EDUCATION

Career Management Prerequisite: None

This course prepares students to locate, secure, keep, and change careers. Emphasis is placed on self-assessment of characteristics, interests, and values; education and career exploration; evaluation of career information and creation of a career plan. Based on the

National Career Development Guidelines, skills learned in this course include, but are not limited to communications, interpersonal skills, problem solving, personal management and teamwork. English language arts are reinforced. Work-based learning strategies appropriate for this course include business/industry field trips, internships, job shadowing, and service learning. Student participation in Career and Technical Student

Organization, (CTSO) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences

Health Team Relations



Grade Level: 9 if student has a

B average in science, otherwise 10

This course is designed to assist potential health care workers in their role and function as health team members. Topics include terminology, the history of health care, health care agencies, ethics, legal responsibilities, careers, holistic health, human needs, change, cultural awareness, communication, medical math, leadership, and career decision making. English language arts are reinforced. Work-based learning strategies appropriate for this course include service learning, field trips, and job shadowing. Apprenticeship and cooperative education are not available for this course. English language arts and social studies are reinforced in this course. Health Occupations Students of America

(HOSA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills to authentic experiences.

Health Science I



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.



Health Science II


Prerequisite: Health Science I

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

Allied Health Science II w/ Nurse Aide


Prerequisite: Health Science II

This course is designed to prepare potential health care workers, preferably seniors, to become effective and efficient multi-skilled health team members. Emphasis is placed on the development of proficiency in employability skills, emergency care skills, safety skills, clerical skills, and health care skills. The work-based learning strategy appropriate for this course is a minimum 65-hour clinical internship where student interns deliver health care in local hospitals, medical/dental/veterinarian offices, nursing/convalescent/retirement facilities, wellness centers, etc.



TRADE & INDUSTRIAL EDUCATION

The Trade and Technology Education Department at Jones Senior high school is to provide our students with the opportunity to understand Industrial Technologies and processes as a base for career and post secondary opportunities. Students will demonstrate creative thinking, problem solving abilities, team work, and develop a positive attitude toward lifelong learning. The Trade and Technology Education department will use integrated and hands-on instruction and provide entry level skills and awareness of post-secondary education and employment opportunities that exist in industry and business.

Automotive Service Prerequisite: None


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.

Automotive Brakes Prerequisite: Automotive Service


This course teaches installation, inspection, and troubleshooting of automotive brake systems. Automotive Service Technology programs in North Carolina are National

Automotive Technician Education (NATEF) certified. This course is aligned to the ASE

Brakes certification. English language arts and mathematics are reinforced. Work-based learning strategies appropriate for this course include apprenticeship, cooperative education, and job shadowing. This course helps prepare students for the Automotive

Service Excellence (ASE) certification in brakes. SkillsUSA competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

Automotive Computer System Diagnostics


Prerequisite:

Automotive Brakes

This course is based upon the use of computer system diagnostic tools to read and diagnose computer codes in a variety of automotive types. 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.



Automotive Electrical


Prerequisite: Automotive Service

This course emphasizes automotive electrical/electronics and is basic for electrical/electronic automotive preparation. Basic inspection, troubleshooting, and repair of automotive electrical/electronic systems will be included in this course. English language arts and mathematics are reinforced. Work-based learning strategies appropriate for this course include apprenticeship, cooperative education, and job shadowing. This course helps prepare students for the Automotive Service Excellence (ASE) certification in electrical/electronics. SkillsUSA competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

*Due to potentially hazardous processes and equipment a maximum enrollment of 20 is recommended.

Automotive Electrical Advanced


Prerequisite: 7514 Automotive

Electrical

This course emphasizes advanced electrical/electronics. Advanced inspection, troubleshooting, and repair of automotive electrical/electronic systems will be included in this course. English language arts and mathematics are reinforced. Work-based learning strategies appropriate for this course include apprenticeship, cooperative education, entrepreneurship, internship, and job shadowing. This course helps prepare students for the Automotive Service Excellence (ASE) certification in electrical/electronics.

SkillsUSA competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

Core and Sustainable Construction




Grade Level: 9-12

This course covers the National Center for Construction Education and Research

(NCCER) Core certification modules required for all of the NCCER curriculum-area programs, and an additional Green module. The course content includes: basic safety, introduction to construction math, introduction to hand tools, introduction to power tools, introduction to blueprints, material handling, basic communication skills, and basic employability skills, and “Your Role in the Green Environment”. The additional Green module has been added to provide students with instruction in the green environment, green construction practices, and green building rating systems. Also it will help students better understand their personal impacts on the environment and make them more aware of how to reduce their carbon footprint. English Language Arts and Mathematics are reinforced. Work-based learning strategies appropriate for this course include apprenticeship, cooperative education, internship, and job shadowing. This course helps prepare students for additional National Center for Construction Education and Research

(NCCER) Core certification. SkillsUSA competitive events, community service, and


Jones Senior High School 2014-15 Curriculum Guide 54 leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

Masonry I



Grade Level: 9-12

Prerequisite: Introduction to Trade and Industrial Education

This course covers basic masonry terminology and develops technical aspects of masonry with emphasis on development of introductory skills. This course introduces the nature of masonry technology, materials and supplies, and employability skills. Topics include safety, layout, tools, leveling, plumbing, use of straight-edge, and jointing brick and block in wall construction. Mathematics and English language arts are reinforced. Workbased 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.

Masonry II


Prerequisite: Masonry I

Course Code: 77122C

Grade Level: 11, 12

This course builds on skills mastered in Masonry I and provides advanced masonry skills including measurements, drawing and specifications, mortar, masonry units, and installation techniques. English language arts and mathematics are reinforced. Workbased learning strategies appropriate for this course include apprenticeship, cooperative education, internship, and job shadowing. Geometry is recommended as preparation for this course. This course helps prepare students for National Center for Construction

Education and Research (NCCER) certification. SkillsUSA competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

Honors Masonry III


Prerequisite: Masonry II


Grade level: 11, 12

This course develops advanced technical aspects of Masonry with emphasis on development of skills introduced in Masonry II. The course content includes residential plans and drawing interpretation, residential masonry, grout and other reinforcement, and metalwork in masonry. Introductory skills for the Crew Leader are also introduced in this course. English language arts and mathematics are reinforced. Work-based learning strategies appropriate for this course include apprenticeship, cooperative education, internship, and job shadowing. This course helps prepare students for National Center for

Construction Education and Research (NCCER) certification. SkillsUSA competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.



AGRICULTURAL EDUCATION

Agriscience Applications Prerequisite: None

Instruction in this course integrates basic biological and physical sciences and technological concepts with principles of production agriculture with specific focus on environmental and engineering technology, plant, animal and food sciences and agribusiness. The course provides students an overview of agriculture, agri-science concepts, career guidance and planning. Supervised agricultural experience and FFA activities are incorporated into the instructional activities.

Agricultural Production & Management I Prerequisite: Introduction to Agriculture

This course provides instruction that focuses on the basic scientific principles and processes related to the production of plants and animals for the food and fiber system.

Topics of instruction include basic understanding of the livestock/poultry industry and its various components, career opportunities, soil science, crop science/agronomy, weed science, basic agricultural machinery and related industry careers, environmental stewardship, and leadership/personal development. Skills in algebra and biology are reinforced in this course. Work-based learning strategies appropriate for this course are

Agri-Science projects, internships, and supervised agricultural experience. Supervised agricultural experience programs and FFA leadership activities are integral components of the course and provide many opportunities for practical application of instructional competencies.

Honors Agricultural Production & Management II

Prerequisite: Ag Production & Management I

This course provides instruction that expands the scientific knowledge and technical skills developed in Agricultural Production and Management I with heavy emphasis on topics including pesticide use and safety, herbicide use and safety, wildlife habitat concerns, irrigation, agricultural equipment technology and safety, global industry issues, career planning, and human resource development. Skills in algebra and biology are reinforced in this course. Work-based learning strategies appropriate for this course are

Agri-Science projects, supervised agricultural experience, and apprenticeship.

Supervised agricultural experience programs and FFA leadership activities are integral components of the course and provide many opportunities for practical application of instructional competencies.

Animal Science I Prerequisite: None

This course provides instruction focused on the basic scientific principles and processes that are involved in animal physiology, breeding, nutrition, and care in preparation for an animal science career major. Topics include animal diseases, introduction to animal science, animal nutrition, animal science issues, career opportunities, and animal evaluation. Skills in biology, chemistry, and algebra are reinforced in this course. Work-


Jones Senior High School 2014-15 Curriculum Guide 56 based learning strategies appropriate for this course are Agri-Science projects, internships, and supervised agricultural experience. Supervised agricultural experience programs and FFA leadership activities are integral components of the course and provide many opportunities for practical application of instructional competencies.

Honors Animal Science II Prerequisite: Animal Science I

This course covers instruction that expands upon the scientific knowledge and skills developed in Animal Science I to include more advanced scientific, computation, and communication skills are developed in animal science. Topics included animal waste management, animal science economics, decision-making, global concerns in the industry, genetics, and breeding. Content knowledge in biology, chemistry, and algebra are reinforced in this class. Work-based learning strategies appropriate for this course are

Agri-Science projects, internship, cooperative education, apprenticeship and supervised agricultural experience. Supervised agricultural experience programs and FFA leadership activities are integral components of the course and provide many opportunities for practical application of instructional competencies.

Equine Science I Prerequisite: Intro to Ag.

This course is designed for students who wish to develop a basic knowledge of horses and the equine industry. Equine Science is designed to assist the student with a limited knowledge and background in equine science develop a solid foundation from which they may further their equine science studies. As such, Equine Science I introduce students to basic terminology that is used throughout the equine industry.

Students learn to differentiate animals by breed, sex and use. In addition, students learn the foundational principles that are needed in a profitable equine enterprise. The course also has a very strong science emphasis. Horse anatomy, physiology and psychology are major components of the curriculum. Students will learn much about the behavior and physiologic al processes of equine.

Honors Equine Science II Prerequisite: Equine Science I

The course focuses on more advanced applications of feeding, breeding, and management practices involved in the horse industry. Content knowledge in biology, chemistry, and algebra are reinforced in this class. Work-based learning strategies appropriate for this course are agri-science projects, internships, and supervised agricultural experience.

Supervised agricultural experience programs and FFA leadership activities are integral components of the course and provide many opportunities for practical application of instructional competencies.

Agricultural Mechanics I Prerequisite: Agriscience Applications

This course develops knowledge and technical skills in the broad field of agricultural machinery, equipment, and structures. The primary purpose of this course is to prepare students to handle the day-to-day problems and repair needs they will encounter in their


Jones Senior High School 2014-15 Curriculum Guide 57 chosen agricultural career. Topics include agricultural mechanics safety, agricultural engineering career opportunities, hand/power tool use and selection, electrical wiring, basic metal working, basic agricultural construction skills related to plumbing, concrete, carpentry, basic welding, and leadership development. English language arts, mathematics, and science are reinforced. Work-based learning strategies appropriate for this course include apprenticeship, cooperative education, internship, mentorship, schoolbased enterprise, job shadowing, and supervised agricultural experience. FFA competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

Honors Agricultural Mechanics II Prerequisite: Agricultural Mechanics I

In this course, the topics of instruction emphasized are non-metallic agricultural fabrication techniques, metal fabrication technology, safe tool and equipment use, human resource development, hot/cold metal working skills and technology, advanced welding and metal cutting skills, working with plastics, and advanced career exploration/decision making. English language arts, mathematics, and science are reinforced. Work-based learning strategies appropriate for this course are apprenticeship, cooperative education, entrepreneurship, internship, mentorship, school-based enterprise, service learning, job shadowing, and supervised agricultural experience. FFA competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.



HEALTH & PHYSICAL EDUCATION

Health and Physical Education Prerequisite: None

This course is designed to develop the skills necessary for creating and maintaining a healthy and satisfying lifestyle. To meet this goal, the course keeps the students aware of current and ever-changing health issues. Areas of study include family life, drug education, physical fitness, and communicable and non-communicable diseases. The physical education portion of the course is designed to teach the importance of physical fitness. Emphasis is placed upon developing optimal hand-eye and foot-eye coordination. Experiences are provided for team play and team strategy. Proper attire and participation are required. The units of instruction include individual, dual, and team sports; conditioning exercises; and recreational sports.

Weight Lifting/Physical Fitness I

Weight Lifting/Physical Fitness II

Weight Lifting/Physical Fitness III

Weight Lifting/Physical Fitness IV

Prerequisite: Health & Physical Education; Weight Lifting/Physical Fitness II, III, and IV teacher recommendation only

Emphasis in this course is on advanced skills and a complete knowledge of an appreciation for the rules safety, strategy, and techniques of weight lifting.

This course is for students who are interested in developing endurance and strength of the body and fitness. Weightlifting, ply metric, stretching, springs, running and team games.

Athletes will be given first preference.

Teen Pep

Prerequisite: Students must complete an application and an interview

This course is a peer education and sexual health class, which enables students to develop critical skills for making healthy life choices. This is a structured, activity-based curriculum. These students will develop the skills to conduct workshops with peers, parents, and educators focusing on postponing sexual involvement, understanding

Sexually Transmitted Infections (including HIV/Aids), dating violence another teen health concerns. Classes will include skill-building activities such as communication with peers and parents, problem-solving, decision-making, negotiation, and refusal skills.



AIR FORCE JUNIOR ROTC

Aerospace Science I

Prerequisite: Students and parents must be willing to sign a “Contract of Agreement for participation” and the ability to undergo physical activity

The Aerospace portion of the course (40%) is designed to acquaint students with the historical development of flight from ancient legends to the conclusion of World War II.

The Leadership portion of the course (40%) is an introduction to Air Force Junior ROTC, which includes military customs, courtesies, and history. Leadership also emphasizes the proper wear of the uniform and formation drill practice. The final portion of the course

(20%) is the Extreme Wellness Challenge, which incorporates individual physical fitness and group activities geared toward teamwork development and reinforcing healthy lifestyles.

Aerospace Science II

Prerequisite: Students and parents must be willing to sign a “Contract of Agreement for participation” and the ability to undergo physical activity, and completion of

Aerospace Science I

The Aerospace Science portion of the course (40%) is designed to acquaint students with the aerospace environment, the human requirements of flight, principles of aircraft flight, and principles of navigation. The leadership portion of the course (40%) stresses communication skills, understanding one’s relationship in society, teamwork, and understanding the complex art of leadership. The final portion of the course (20%) is the

Extreme Wellness Challenge, which incorporates individual physical fitness and group activities geared toward teamwork development and reinforcing healthy lifestyles.

Aerospace Science III


Aerospace Science II

The Aerospace Science portion of the course (40%) is a multidisciplinary social studies type program designed to acquaint students with six regions of the world from a geographical, historical, and cultural perspective. The leadership portion of the course

(40%) addresses the importance of continuing education, introduces proper job searching techniques, and presents concepts for successful financial planning. This course will also help individual students explore various career opportunities. The final portion of the course (20%) is the Extreme Wellness Challenge, which incorporates individual physical fitness and group activities geared toward teamwork development and reinforcing healthy lifestyles.



Aerospace Science IV


Aerospace Science III

The Aerospace Science portion of the course (40%) is a hands-on experience affording students the opportunity to put theories of previous leadership courses into practice.

Students will conduct all the planning, organizing, coordinating, directing, controlling, and decision-making in order to practice their communication, decision-making, personal-interaction, managerial, and organizational skills. The leadership portion of the course (40%) explores four building blocks of effective leadership: Management

Techniques, Management Decisions, Management Functions, and Managing Self and

Others. The final portion of the course (20%) is the Extreme Wellness Challenge, which incorporates individual physical fitness and group activities geared toward teamwork development and reinforcing healthy lifestyles.





North Carolina Virtual Public High School (NCVPS)

Students are reminded that enrollment in NC Virtual Public High School Courses is on a first come, first serve policy. A Distance Learning Calendar is provided to the system during our spring enrollment period. To enhance the selection process, interested students will be required to complete a pre-enrollment questionnaire before registering for an online course. We are a site approved for state funding; therefore North Carolina Department of Public Instruction agrees to pay tuition for students when we comply with the Instructional Courses Memorandum of

Understanding Agreement and abides by the course drop deadlines.

If a student seeks to be dropped from a class, approval must be granted by the school administration. All drops must be made with in the deadline as identified by NCVPS.

Students will NOT be allowed to enroll in classes already offered in the oncampus curriculum program.



East Carolina University Second Life Courses

Introduction to Anthropology

Anthropological studies of human culture.

General Biology

May not count toward BIOL major or minor. Molecular basis of biology, bioenergetics, control systems, reproduction and development, genetics, diversity, evolution, communication, and behavior ecosystems.

Web Site Design and Maintenance

Advanced course in the use of specialized software and microcomputer applications to produce web pages and administer web sites.

Consumer Financial Management

Credit management, consumer economics, personal finance, money and banking, risk management, and small business management.

American History to 1877

May receive credit for one of HIST 1050, 1550. History of US from discovery of

America in 1492 to end of Reconstruction.

Industrial Technology Applications of Computer Systems

Technical and managerial aspects of computer applications and information technology in industry and engineering areas.

Introductory Psychology

May receive credit for one of PSYC 1000, 1060. General survey of fundamental principles underlying human behavior. Introduction, learning, memory, development, physiological, motivation, social and abnormal behavior, and one or two additional topics as time permits.

Psychology of Childhood

Prerequisite: Psychology 1000 or 1060

May receive psychology major or minor credit for one of PSYC 2201, 3206.

Psychological bases of growth and development of children. Brief introduction of major theories and scientific findings and their application to learning, cognitive development,


Jones Senior High School 2014-15 Curriculum Guide motivation, personality, and social relations (including parent-child, peers, and school relations).

Introduction to Sociology

Nature, concepts, and principles of sociology. Society, culture, socialization, groups, institutions and organizations, class system, social change, and social processes.

64



LENOIR COMMUNITY COLLEGE COURSES

Classes offered by Lenoir Community College are covered under the Career & College

Promise Program. Students must meet state of NC requirements for courses based on a pathway that they choose. Below is not an exhaustive list of the courses offered at JSHS, but of the courses that have been request most often. Please refer to Career & College

Promise for a complete list of the pathways and courses offered.

CollegeTransfer Success

Prerequisite: 3.0 GPA & minimum test score on placement test

This course introduces the college’s physical, academic, and social environment and promotes the personal development essential for success. Topics include campus facilities and resources; policies, procedures, and programs; study skills; and life management issues such as health, self-esteem, motivation, goal-setting, diversity, and communication. Upon completion, students should be able to function effectively within the college environment to meet their educational objectives.

General Biology I

Prerequisite: 3.0 GPA & minimum score on a placement test

This course introduces the principles and concepts of biology. Emphasis is placed on basic biological chemistry, cell structure and function, metabolism and energy transformation, genetics, evolution, classification, and other related topics. Upon completion, students should be able to demonstrate understanding of life at the molecular and cellular levels.

Western Civilization


This course introduces western civilization from pre-history to the early modern era.

Topics include ancient Greece, Rome, and Christian institutions of the Middle Ages and the emergence of national monarchies in western Europe. Upon completion, students should be able to analyze significant political, socioeconomic, and cultural developments in early western civilization. This course has been approved to satisfy the Comprehensive

Articulation Agreement general education core requirement in social/behavioral sciences.

Expository Writing


This course is the required first course in a series of two designed to develop the ability to produce clear expository prose. Emphasis is placed on the writing process including audience analysis, topic selection, thesis support and development, editing, and revision.

Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English. This course is writing intensive. This course has been approved to satisfy the Comprehensive Articulation Agreement general education


Jones Senior High School 2014-15 Curriculum Guide 66 core requirement in English composition.

Introduction to Sociology


This course introduces the scientific study of human society, culture, and social interactions. Topics include socialization, research methods, diversity and inequality, cooperation and conflict, social change, social institutions, and organizations. Upon completion, students should be able to demonstrate knowledge of sociological concepts as they apply to the interplay among individuals, groups, and societies. This course has been approved to satisfy the Comprehensive Articulation Agreement general education core requirement in social/behavioral sciences.

General Psychology


This course provides an overview of the scientific study of human behavior. Topics include history, methodology, biopsychology, sensation, perception, learning, motivation, cognition, abnormal behavior, personality theory, social psychology, and other relevant topics. Upon completion, students should be able to demonstrate a basic knowledge of the science of psychology. This course has been approved to satisfy the Comprehensive

Articulation Agreement general education core requirement in social/behavioral sciences.

Critical Thinking Prerequisite: Expository Writing

This course introduces the use of critical thinking skills in the context of human conflict.

Emphasis is placed on information, problem solving, approaching cross-cultural perspectives, and resolving controversies and dilemmas. Upon completion, students should be able to demonstrate orally and in writing the use of critical thinking skills in the analysis of appropriate texts. This course has been approved to satisfy the Comprehensive

Articulation Agreement general education core requirement in humanities/fine arts.

Introduction to Computers

Prerequisite: 3.0 GPA and minimum score on a placement test

This course provides an introduction to computers and computing. Topics include the impact of computers on society, ethical issues, and hardware/software applications, including spreadsheets, databases, word processors, graphics, the internet, and operating systems. Upon completion, students should be able to demonstrate an understanding of the role and function of computers and use the computer to solve problems.

Introduction to Programming & Logic Prerequisite: Introduction to Computers

This course introduces computer programming and problem solving in a structured program logic environment. Topics include language syntax, data types, program organization, problem solving methods, algorithm design, and logic control structures.



Upon completion, students should be able to manage files with operating system commands, use top-down algorithm design, and implement algorithmic solutions in a programming language. This course has been approved to satisfy the Comprehensive

Articulation Agreement general education core requirement in natural science/mathematics (Quantitative Option). This course is also available through the

Virtual Learning Community (VLC).

Art Appreciation

Prerequisite: 3.0 GPA and minimum score on a placement test

This course introduces the origins and historical development of art. Emphasis is placed on the relationship of design principles to various art forms including but not limited to sculpture, painting, and architecture. Upon completion, students should be able to identify and analyze a variety of artistic styles, periods, and media. This course has been approved to satisfy the Comprehensive Articulation Agreement general education core requirement in humanities/fine arts.

Pre-Calculus Algebra

Prerequisite: 3.0 GPA, Math II & Minimum score on a placement test

This course provides an integrated technological approach to algebraic topics used in problem solving. Emphasis is placed on applications involving equations and inequalities; polynomial, rational, exponential and logarithmic functions; and graphing and data analysis/modeling. Upon completion, students should be able to choose an appropriate model to fit a data set and use the model for analysis and prediction.

Introduction to Business


This course provides a survey of the business world. Topics include the basic principles and practices of contemporary businesses. Upon completion, students should be able to demonstrate an understanding of business concepts as a foundation for studying other business subjects.

Medical Terminology

Prerequisite: Health Science I, 3.0 GPA & minimum score on a placement test

This course introduces prefixes, suffixes, and word roots used in the language of medicine. Topics include medical vocabulary and the terms that relate to the anatomy, physiology, pathological conditions, and treatment of selected systems. Upon completion, students should be able to pronounce, spell, and define medical terms as related to selected body systems and their pathological disorders. This course is also available through the Virtual Learning Community (VLC).

Intro to Early Child Education

Prerequisite: 3.0 GPA, minimum score on a placement test & Early Childhood I



This course covers the foundations of the education profession, the diverse educational settings for young children, professionalism and planning developmentally appropriate programs for children. Topics include historical foundations, program types, career options, professionalism, and creating inclusive environments and curriculum that are responsive to the needs of children and families. Upon completion, students should be able design career plans and develop appropriate schedules, environments and activity plans while incorporating adaptations for children with exceptionalities.

Child Guidance

Prerequisites: 3.0 GPA & minimum score on a placement test & Early Childhood I

This course introduces practical principles and techniques for developmentally appropriate guidance. Emphasis is on encouraging self-esteem and cultural awareness, effective communication skills, and direct/indirect guidance techniques and strategies.

Upon completion, students should be able to demonstrate strategies which encourage positive social interactions, promotes conflict resolutions and develop self-control, selfmotivation and self-esteem in young children.

EMT Basic Prerequisite: Health Science I

This course introduces basic emergency medical care. Topics include preparatory, airway, patient assessment, medical emergencies, trauma, infants and children, and operations. Upon completion, students should be able to demonstrate the knowledge and skills necessary to achieve North Carolina State or National Registry EMT-Basic certification.

Construction I Prerequisite: Masonry I

This course covers standard and alternative building to include wall farming. Topics include safety and footings, foundations, floor framing systems, commonly used in the construction industry. Upon completion, students should be able to safely erect all framing necessary to begin roof framing.

Construction II Prerequisite: Construction I

This course covers building methods and materials used to dry-in a building. Topics include safety, ceiling/roof framing applications, roof finishes, windows, and exterior doors. Upon completion, students should be able to safely erect different roof types and properly install windows and exterior doors, roofing, and exterior finish.

Blueprint Reading Prerequisite: Construction I

This course introduces the basic principles of blueprint reading. Topics include line types, orthographic projections, dimensioning methods, and notes. Upon completion, students should be able to interpret basic blueprints and visualize the features of a part.



UNC Greensboro I-School Course

Major Concepts of Biology

Human biology and the biology of every other living thing are interrelated to such an extent that ultimately, the fate of our species could be determined by an organism too small to see. Explore our relationship to the planet and how we are reshaping that relationship through biotechnology and genetics. Topic sections emphasize specific areas including conservation biology, biotechnology, and current issues. Survey sections emphasize basic aspects of biology, including genetics, physiology, and ecology.

Introduction to Earth Science

Earth is a restless planet. Continents drift apart, volcanoes blow their tops, storms rip paths of destruction, rising seas inundate coastlines—and we have to live here! It’s all part of a process that’s been going on for millions of years. Although man has only been around for a small fraction of that time, we can examine physical evidence of the changes our planet has gone through and investigate the processes of change taking place right now. This course surveys basic concepts and processes integrating the nature of the earth’s three primary physical systems: the solid earth and continents, the ocean basins and the oceans, and the atmosphere’s weather.

Physical Fitness for Life Prerequisite: Junior or Senior Standing

Every time you open the newspaper or turn on the TV, you read or hear about the latest health crisis in our society: obesity, heart disease, diabetes, you name it. The truth is that many health problems can be avoided or lessened by developing and committing to a physical fitness program that we can live with and enjoy (yes, enjoy) throughout our lifetime. It's never too late to start. A healthier, happier life can be yours by starting today, and we'll show you how to begin planning your physical fitness program.

Music Appreciation

Music Appreciation is an exciting and unexpected journey through Western music. The tuneful town of Musicopolis is holding its annual music festival and you're invited. The town's eccentric and eclectic characters take you through the forms, eras and styles of

Western music where you'll meet important composers and hear some of their major works. You don't need any musical training so come along, the festival is about to begin!

Contemporary Moral Problems

Prerequisite: Junior or Senior standing (philosophical/religious/ethical perspective)

One of the quickest ways to find an argument is to pick an issue, any issue, and defend one side of it. As our society becomes more complicated, we frequently find ourselves being polarized by topics we only just learned about in today's newspaper, last week's hot-button issue is quickly replaced by this week's. As active participants in society we


Jones Senior High School 2014-15 Curriculum Guide 70 feel compelled to weigh in on one side or the other, armed only with the tiniest bit of information. Where do you stand (or think you stand) on topics such as abortion, euthanasia, global warming, war, sexual mores, capital punishment and a host of others?

There is always more to every story than meets the eye (or ear) and as responsible citizens we must always learn more than we can get from thirty-second sound bites.

Introduction to Sociology

Prerequisite: Junior or Senior standing (social & behavioral science)

Peter Berger once claimed, "It can be said that the first wisdom of sociology is this – things are not what they seem." The reason Berger would say something like that is that the sociological point of view is not part of our culture in the U.S. Most of us believe that human behavior, feeling, and thinking are psychological or individual in origin.

Sociology, on the other hand, sees the influence of social factors on human behavior, emotion, and thought. The objective in this course is to see the world through social lenses.



Sports & Extra-Curricular Activities

Fall Season o J. V. & Varsity Cheerleading o J. V. & Varsity Football o J. V. & Varsity Volleyball o Girls Tennis o Girls Golf

Winter Season o Girls Varsity Basketball o J. V. & Varsity Boys Basketball o J. V. & Varsity Cheerleading

Spring Season o Varsity Baseball o Boys Golf o J. V. & Varsity Softball o Track & Field o Archery

Clubs & Organizations o AFJROTC - Sgt. M. Smith o Automotive - D. Merritt o FCA: Fellowship of Christian Athletes - G. Smith o FCCLA: Family, Career & Community Leaders of America – D.

Blackwell o FFA: Future Farmers of America – M. Sutton o HOSA: Health Occupations Students of America – A. Paige-Jones o Craft Club – M. Phillips o National Art Honor Society – D. Lightfield o National Honor Society – A. Sauls o Proper Etiquette – H. Dozier, B. Lee, T. Nelson o Prom Committee – V. Shaw o SASI: Student Athletic Summer Institute – D. Philyaw o Skills USA – W. Blango o Student Council – B. Murphy

71


Jones Senior High Curriculum

Jones Senior High

School

Curriculum Guide

1490 Highway 58 S

Trenton, NC 28585

252-448-2451 www.jonesnc.net

Jones Senior High School Curriculum Guide

Table of Contents

Jones County Schools Board of Education

Board Members

JSHS Guidance Department:

252-448-2451

School Counselors

Ms. Tina M. Nelson – tina.nelson@jonesnc.net

Mrs. Dianne Shlaes – diane.shlaes@jonesnc.net

Data Manager

Mrs. Pam Banks – pam.banks@jonesnc.net

Pre-Registration 2014-15

PROMOTION REQUIREMENTS

MINIMUM GRADUATION REQUIREMENTS FOR STUDENTS ENTERING

HIGH SCHOOL FROM 2009-2011

MINIMUM GRADUATION REQUIREMENTS FOR STUDENTS ENTERING

HIGH SCHOOL 2012 AND LATER

NORTH CAROLINA ACADEMIC SCHOLARS PROGRAM

(Revised May 2012)

JSHS COURSE OF STUDY GRADUATION REQUIREMENTS

Career Prep Course of Study

Total: 25 Credits

College Tech Prep Course of Study

Total: 25 Credits

College/University Prep Course of Study

Total: 25 Credits

Occupational Prep Course of Study

Total: 25 Credits

Overview of the HIGH SCHOOL EXIT STANDARDS

MINIMUM ADMISSIONS REQUIREMENTS AT THE 16

INSTITUTIONS OF THE UNIVERSITY OF NORTH CAROLINA

WEIGHTED GRADES

CAREER & COLLEGE PROMISE

ENROLLMENT GUIDELINES

EARLY DISMISSAL

EARLY GRADUATION PROCEDURE

OTHER INFORMATION

COLLEGE/UNIVERSITY PREP, COLLEGE TECH PREP, CAREER PREP,

& OCCUPATIONAL PREP

COURSE DESCRIPTIONS

ENGLISH DEPARTMENT

MATHEMATICS DEPARTMENT

SCIENCE DEPARTMENT

SOCIAL STUDIES DEPARTMENT

OCCUPATIONAL COURSE OF STUDY

FOREIGN LANGUAGE

SPANISH

FINE ARTS DEPARTMENT

BUSINESS, FINANCE & INFORMATION TECHNOLOGY

EDUCATION

FAMILY AND CONSUMER SCIENCES EDUCATION

HEALTH SCIENCE EDUCATION

TRADE & INDUSTRIAL EDUCATION

AGRICULTURAL EDUCATION

HEALTH & PHYSICAL EDUCATION

AIR FORCE JUNIOR ROTC

North Carolina Virtual Public High School (NCVPS)

Understanding Agreement and abides by the course drop deadlines.

If a student seeks to be dropped from a class, approval must be granted by the school administration. All drops must be made with in the deadline as identified by NCVPS.

Students will NOT be allowed to enroll in classes already offered in the oncampus curriculum program.

East Carolina University Second Life Courses

LENOIR COMMUNITY COLLEGE COURSES

UNC Greensboro I-School Course

Sports & Extra-Curricular Activities

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