Sequencing Suggestions for High School World Language
The proficiency-based North Carolina World Language Essential Standards encompass three different programs: Classical Languages, Dual & Heritage Languages and Modern
Languages. For each program, student proficiency outcomes have been determined that indicate what a student should know and be able to do when they hear, speak, read, or
write the language that is being learned. Proficiency in these language skills is acquired at different rates based on a number of student factors, including:
 time devoted to language learning - both formal instructional hours and informal opportunities;
 intensity of language study - continuous and articulated, rather than interrupted;
 type of writing system (alphabet vs. character) used in the language being learned;

age, developmental level, motivation, etc.
Students may begin their study of a world language at any point along the K-12 continuum, depending on their access to language programs offered, and then continue to build
their proficiency based on the sequence of courses available to them. Beginning or continuing a sequence of language courses for high school credit means that time is
measured in instructional hours, which can be linked to growing proficiency and placement within a sequence.
The Course for Credit policy (GCS-M-001), that governs all content areas, provides a bridge in terms of hours of study and the expected proficiency outcomes for students in
world language courses. Each course taken in a block schedule is a total of 135 hours, and a course taken in a traditional schedule yields 150 hours.
For example:
If Student A takes a French I course in a block schedule that meets for 90 minutes each day throughout a semester, then s/he accumulates 135 hours of formal instructional time: 90 minutes per day X 90 school
days in a semester = 8,100 minutes in a school year or 135 hours total. At the end of French II, the student would have a total of 270 hours (135+135).
If Student B takes a Latin I course that meets for 50 minutes each day throughout the school year, then s/he accumulates 150 hours of formal instructional time: 50 minutes per day X 180 school days = 9,000
minutes in a school year or 150 hours total for the school year. As s/he continues the study of Latin through Level IV, 600 hours (150 x 4) of instruction would be reached.
As students progress through a language program and accumulate 135 or 150 hours for each course, this instructional time adds up and proficiency increases:
Level I: 135-150 (total hours for block or traditional schedule)
*Level IV: 540-600 (total hours Levels I-III)
*Level VII: 945-1,050 (total hours Levels I-VI)
Level II: 270-300 (total hours including Level I time)
*Level V: 675-750 (total hours Levels I-IV)
*Level VIII: 1,080-1,200 (total hours Levels I-VII)
*Level III: 405-450 (total hours including Levels I and II)
*Level VI: 810-900 (total hours Levels I-V)
Here are some example high school sequences:
Block Schedule
Scheduling allows for
maximum language courses
Scheduling altered by other
required courses
Note: Basic level courses taken in
consecutive semesters to establish
foundation of proficiency in the
language
Traditional Schedule
Scheduling allows for maximum
language courses
Scheduling altered by other required
courses
Placement impacted by previously
acquired proficiency
Note: Basic level courses taken in
consecutive semesters to establish
foundation of proficiency in the
language
Note: Previous language study could
include K-5 or K-8 programming, middle
school courses taken for high school credit,
demonstrated proficiency, etc.
Level I
Level I
Level III
Level II
Level I
Level III
Level II
th
10 grade
Level II
Level I
Level IV
Level IV
Level V
Level III
th
11 grade
Level III
Level II
Level V
Level VI
Level VII
Level IV
th
12 grade
Level IV
Level III
Level VI
Level VIII
Level V
* All Level III courses and above earn honors credit. Advanced Placement courses may be offered at Level IV, V or VI, depending on local course sequencing decisions.
th
9 grade