2020-21

Course Offerings

for

Bertie High School

Together we can

Fly high and soar

Education is the key

That unlocks the doors

Bertie County Board of Education Members

Tarsha DudleyChairperson

Norman CherryVice Chairperson

Christine Dudley

Rickey Freeman

Bobby Occena

Superintendent of Bertie County Schools

Dr. Otis L. SmallwoodSuperintendent

Bertie County Schoolswww.bertie.k12.nc.us

P.O. Box 10 Phone: 252-794-6000 Windsor, NC 27983 Fax: 252-794-1927

TABLE OF CONTENTS

BERTIE COUNTY SCHOOLS’ STATEMENTS

BERTIE HIGH SCHOOL DIRECTORY

BERTIE HIGH SCHOOL WHOM TO SEE ABOUT

MESSAGE TO STUDENTS AND PARENTS

GENERAL INFORMATION

GRADUATION REQUIREMENTS AND EXIT DOCUMENTS

PROMOTION AND DUAL ENROLLMENT

END-OF-COURSE TEST POLICY

DIRECTORY INFORMATION NOTICE

DRIVER’S LICENSING LEGISLATION

FUTURE-READY CORE REQUIREMENTS

OCCUPATIONAL COURSE OF STUDY REQUIREMENTS

NC ACADEMIC SCHOLARS

PRINCIPAL’S LIST, HONOR ROLLS, HONOR GRADUATES

WEIGHTED COURSES

HONOR GRADUATE COURSES

LANGUAGE ARTS

SECOND LANGUAGE

MATHEMATICS

SCIENCE

SOCIAL STUDIES

HEALTH AND PHYSICAL EDUCATION

CULTURAL ARTS

JROTC

BUSINESS EDUCATION

TRADE AND INDUSTRIAL EDUCATION

FAMILY AND CONSUMER SCIENCES

VIRTUAL PUBLIC HIGH SCHOOL &

OCCUPATIONAL COURSES

EXTENDED PROGRAM

BERTIE COUNTY SCHOOLS’ MISSION STATEMENT

BERTIE COUNTY SCHOOLS WILL STRUCTURE THE SYSTEM TO IMPROVE STUDENT LEARNING AND THE EDUCATIONAL ENVIRONMENT THROUGH PROVIDING HIGH QUALITY, CHILD-CENTERED INSTRUCTION, MANAGING BY RESULTS, AND NURTURING PARTICIPATORY LEADERSHIP.

THE PURPOSE OF EDUCATION IN BERTIE COUNTY SCHOOLS

THE PURPOSE OF EDUCATION IN BERTIE COUNTY SCHOOLS IS TO PROVIDE A CHALLENGING AND PRODUCTIVE ENVIRONMENT THAT WILL PREPARE EACH CHILD FOR THE WORLD OF WORK AND WILL ENABLE EACH CHILD TO THINK, REACT, AND FUNCTION SUCCESSFULLY IN SOCIETY.

BERTIE COUNTY SCHOOLS’ VISION STATEMENT

ENGAGED Students + QUALIFIED Personnel + INVOLVED PARENTS + SUPPORTIVE community = GRADUATES, college, career and life ready!

BERTIE HIGH SCHOOL DIRECTORY OFADMINISTRATIVE AND SUPPORT STAFF

Mr. Antonio HoggardPrincipal

Mrs. Stephanie CottleAssistant Principal

Mr. William PeeleAssistant Principal

VacantCTE Coordinator

Ms. Tina M. NelsonSchool Counselor (10th & 12th)

Mrs. Gloria ThomasSchool Counselor (9th & 11th)

Mrs. Penny Ratzlaff School Nurse, CFST

Mrs. Bonnie BurkettInstructional Media Technology Specialist

Ms. Ava Moore-Daniels Office Manager/Bookkeeper

Ms. Patricia CooperAdministrative Assistant

Mr. James WoodsSIG Coordinator

WHOM TO SEE ABOUT…

Academic IssuesMs. Nelson

Mrs. Thomas

ACT & SATMs. Bunch

Ms. Nelson

APEXMrs. L. Speller

AthleticsMr. Woods

Attendance Ms. Nelson

Mrs. Thomas

Bus NotesMr. White

Career & College PromiseMs. Nelson

Class SchedulesMs. Nelson

Mrs. Thomas

College ApplicationsMs. Bunch

Ms. Nelson

Discipline ConcernsMrs. Cottle

Mr. Peele

Falcons NestMr. White

Fee Waivers Ms. Bunch

Ms. Nelson

FAFSA/Financial AidMs. Bunch

Ms. Nelson

504 PlanMrs. Thomas

HomeboundMrs. Ratzlaff

JROTCChief Cherry

Media Mrs. Burkett

Medical ConcernsMrs. Ratzlaff

NCVPSMs. Nelson

Mrs. Thomas

Parking StickersMs. Moore-Daniels

Personal and Social ProblemsMs. Nelson

Mrs. Thomas

Mrs. Ratzlaff

RecordsMs. Nelson

Mrs. Thomas

RegistrationMs. Nelson

Mrs. Thomas

Scholarships Ms. Bunch

Ms. Nelson

Sign-In/Sign-OutMs. Cooper

Student TransportationMr. White

TestingMrs. Cottle

Underclassmen Programs Ms. Nelson

Mrs. Thomas

Upward BoundMrs. Thomas

WorkKeysMrs. Cottle

A MESSAGE TO BERTIE HIGH SCHOOLSTUDENTS AND PARENTS

This registration handbook is designed to provide information that will help you make an informed decision about high school and college courses. Inside are graduation requirements, promotion requirements, admission requirements to institutions in the University of North Carolina System, NC Scholars requirements, Honor Graduate requirements, Distinguished Graduate requirements, course descriptions, online classes and other general information.

We encourage you to read this handbook carefully and think about your future. As a student, consider your needs, interests, and abilities. Select courses that relate to your plans for the future. It is important to use the planning worksheet (provided separately) to select courses that form your course of study.

We encourage you as parents and guardians to talk to your children about preparing for their future. Then, assist your children in selecting courses that best fit their needs, interests, and abilities.

Since high school students’ schedules and teacher assignments are based on courses selected by students, you must commit to taking the courses you have selected. We will do everything possible to offer the courses that you have requested. However, we are not always able to offer courses that you have requested, or your schedule may not allow you to take courses that you may want. Therefore, you must make alternate course selections. If you do not make course selections or do not have enough alternate course selections, courses will be assigned by your school counselor.

The Bertie High School staff is committed to helping you achieve your goals. If you have any questions about the information contained in this handbook, feel free to contact any member of the Bertie High School staff.

BERTIE COUNTY BOARD OF EDUCATION

Please note the following policy regarding credit for courses with a state End-of-Course test.

Policy Manual

Policy Identification: Policy 3420

Curriculum and Instruction

Student Promotion and Accountability

High School Exit Standards

Effective beginning with the 2012-2013 school year, students on the high school level who are enrolled in Math I, English II, and Biology must

· meet local attendance standards and

· maintain passing grades in the course work, and

· score a Level III or above on the state’s end-of-course test

BEFORE CREDIT WILL BE AWARDED FOR THE COURSE.

DIRECTORY INFORMATION NOTICE

The Family Educational Rights and Privacy Act (FERPA), a Federal law, requires that Bertie County Schools, with certain exceptions, obtain your written consent prior to the disclosure of personally identifiable information from your child's education records. However, Bertie County Schools may disclose appropriately designated "directory information" without written consent, unless you have advised the District to the contrary in accordance with District procedures. The primary purpose of directory information is to allow Bertie County Schools to include this type of information from your child's education records in certain school publications. Examples include:

· A playbill, showing your student's role in a drama production;

· The annual yearbook;

· Honor roll or other recognition lists;

· Graduation programs; and

· Sports activity sheets, such as for wrestling, showing weight and height of team members.

Directory information, which is information that is generally not considered harmful or an invasion of privacy if released, can also be disclosed to outside organizations without a parent's prior written consent. Outside organizations include, but are not limited to, companies that manufacture class rings or publish yearbooks. In addition, two federal laws require local educational agencies (LEAs) receiving assistance under the Elementary and Secondary Education Act of 1965 (ESEA) to provide military recruiters, upon request, with three directory information categories - names, addresses and telephone listings - unless parents have advised the LEA that they do not want their student's information disclosed without their prior written consent.(1)

If you do not want Bertie County Schools to disclose directory information from your child's education records without your prior written consent, you must notify the District in writing within the first 30 days of the school year. Bertie County Schools has designated the following information as directory information:

· Student's name

· Participation in officially recognized activities and sports

· Address

· Telephone listing

· Weight and height of members of athletic teams

· Electronic mail address

· Photograph

· Degrees, honors, and awards received

· Date and place of birth

· Major field of study

· Dates of attendance

· Grade level

· The most recent educational agency or institution attended

Footnotes:

1.These laws are: Section 9528 of the ESEA (20 U.S.C. 7908), as amended by the No Child Left Behind Act of 2001 (P.L. 107-110), the education bill, and 10 U.S.C. 503, as amended by section 544, the National Defense Authorization Act for Fiscal Year 2002 (P.L. 107-107), the legislation that provides funding for the Nation's armed forces.

North Carolina Dropout and Driver’s Licensing Legislation

Students Who Are Affected

The legislation is directed to all North Carolina students under the age of 18 who are eligible for a driving permit or license. This includes public school, federal school, home school, private school, and community college students.

Note: A student who: 1) does not meet academic progress standards or 2) drops out of school will either not be granted the Driving Eligibility Certificate or will lose his/her permit/license.

Dropouts

*An eligible student who drops out of school will either not receive his/her Driving Eligibility Certificate or will lose his or her driver’s permit or license.

Transfers

*A student who is making adequate progress in school can transfer to a community college or a non-public school without any consequences. A student who is not making adequate progress (or drops out of school) and enrolls in a community college or a non-public school cannot be granted a Driving Eligibility Certificate for a period of six months.

Academic Progress

*A student must earn 3 credits out of the 4 possible credits during each semester of school in order to receive and/or maintain driver’s license eligibility.

*An exceptional child must be determined by his/her school based IEP team to be making adequate progress toward obtaining a high school diploma. This is not intended to apply to exceptional students who do not have the ability to obtain a high school diploma.

GENERAL INFORMATION

NO STUDENT WILL BE DENIED THE OPPORTUNITY TO ENROLL IN ANY COURSE (ACADEMIC, CULTURAL, OR VOCATIONAL) OFFERED AT BERTIE HIGH SCHOOL BECAUSE OF RACE, COLOR, NATIONAL ORIGIN, SEX, OR HANDICAPPING CONDITIONS.

All students in grades 9-12 should register for eight courses and two alternates.

Every effort will be made to schedule students into two core curriculum courses and two elective courses each semester.

The computer will schedule students for both semesters following registration; therefore, schedule changes will not be possible at the end of the semester. ONE EXCEPTION: Students (especially seniors) who fail a required class may repeat the class during the second semester on a space available basis.

Any student who registers for a course that has a prerequisite must have already passed the prerequisite course. EXAMPLE: In order to register for Spanish II, a student must have successfully completed Spanish I.

Some of the courses listed will be offered only if a sufficient number of students register for the course.

A school counselor will assign courses to any student who does not register.

GRADUATION REQUIREMENTS

EXIT STANDARDS EFFECTIVE FOR ALL STUDENTS ENTERING 9TH GRADE in 2012-13 and after

**For all students receiving a diploma**

Diploma: Future-Ready Core Graduation Requirements

· 28 Units Minimum (Transfer students are handled on an individual basis)

· Level III or above on EOC Tests (Biology, English II, Math I and Math III)

Graduation Certificate: Awarded to seniors who have completed the units of credit based on their ability, not the Standard Course of Study. These students are exempt from all state testing.

Future-Ready Core Graduation Requirements

From the time students enter kindergarten, they are preparing for high school graduation.To make sure students stay on track for a high school diploma, please remember that every high school student must meet state course and credit requirements in addition to any local requirements.

For 9th Graders Entering in 2013-14 and LaterTwo Courses of Study Leading to One Diploma

CONTENT AREA

FUTURE - READY CORECourse of Study Requirements

FUTURE- READY OCCUPATIONALCourse of Study Requirements

English4 credits:I, II, III, IV or a designated combination of 4 courses4 credits:OCS English I, II, III, IV

Mathematics4 credits:Math I, II, III and4th Math Course can be aligned with the student’s post high school plans3 credits:OCS Intro to MathOCS Math IOCS Financial Management

Science3 credits:Earth Science, Biology, Physical Science2 credits:OCS Applied ScienceOCS Biology

Social Studies4 credits:Civics & Economics, World History,American History I: Founding Principle & American History II ORAP US History2 credits:OCS American History I (Government/US History)OCS American History II (Self-Advocacy/Problem Solving)

Health & PE1 credit:Health/Physical Education 1 credit:Health/Physical Education

World LanguagesNot required for high school graduation. A two-credit minimum is required for admission to a university in the UC systemNot required

Electives or other requirements6 credits required:2 elective credits of any combination from either: Career and Technical Education (CTE) Arts Education World languages4 elective credits strongly recommended(4 courses concentration) from one of the following: Career and Technical Education (CTE) JROTC Arts Education World languages6 creditsOccupational Preparation:OCS Prep I, II, III, IVElective credits / completion of IEP objectives/Career Portfolio required

Career/Technical4 credits:Career/Technical Education electives

Arts Education (Dance, Music, Theatre, Visual ArtsRecommended:At least one credit in an arts discipline and / or requirements by local decision

TOTAL22 Credits plus any local requirements22 Credits plus any local requirements

Future-Ready Core

Sample High School Plan

9th Grade 10th Grade

English I English II

Math I Math II

Physical Science Earth/Environmental Science

World HistoryCivics and Economics

Health & PECTE Elective

CTE ElectiveCTE Elective

ElectiveElective

ElectiveElective

11th Grade 12th Grade

English IIIEnglish IV

Math III A 4th math

BiologySecond Language

American History ISecond Language

American History IICTE Elective

CTE ElectiveCTE Elective

ElectiveElectiveElectiveElective

Future-Ready Occupational

Sample High School Plan

9th Grade 10th Grade

English I Foundations of English II

Intro to Math I English II

Math I Math II

Applied SciencePrep II

Prep ICTE Elective

Health & PEElective

ElectiveElective

Elective

11th Grade 12th Grade English III English IV

Foundations of Biology Financial Management

Biology American History I

Math III American History II

Prep IIIPrep IV

CTE ElectiveCTE Elective

ElectiveElective

Elective

Required Training and Paid Employment Hours: 600 hours

School Based Training (SBT):150 hours

Community Based Training (CBT):225 hours

Employment:225 hours

Promotion Requirements

PROMOTION TO 10TH GRADE: 7 minimum units, including English and a math; this applies to all students entering 9th grade in 2009-2010 or beyond.

PROMOTION TO 11TH GRADE: 12 minimum units including English I and II, two units of math, a science, and a social studies

PROMOTION TO 12TH GRADE: 20 minimum units including English I, II, and III, and three units of math. In addition to the English and unit requirements, students must be in a position to be enrolled in the required courses for graduation.

North Carolina GPA Scale & Course Weights

College &

TraditionalHonorsAdvanced Placement

A = 90 - 100 4.0 4.55.0

B = 80 - 89 3.0 3.54.0

C = 70 - 79 2.0 2.53.0

D = 60 - 69 1.0 1.52.0

F = < 59 0.0

North Carolina Career & College Promise

Session Law 2011-145, The Appropriation Act of 2011, authorizes the State Board of Education and the State Board of Community Colleges to establish the Career and College Promise, effective Jan. 1, 2011.

Career & College Promise provides seamless dual enrolment educational opportunities to eligible North Carolina high school students in order to accelerate completion of college certificates, diplomas, and associate degrees that lead to college transfer to provide entry-level job skills. North Carolina community colleges may offer the Career and College Promise pathways aligned with the k-12 curriculum and career and college promise ready standards adopted by the State Board of Education.

· A Core 44 College Transfer Pathway leading to a minimum of 30 hours college transfer credit;

· A Career and Technical Education Pathway leading to a certificate, diploma or degree

· A Cooperative Innovative High School Pathway approved under Part 9 of Article 16

Chapter 115C of the General Statutes

North Carolina Virtual Public Schools (NCVPS)

NCVPS provides students with expanded academic options by offering online courses (AP, Honors, World Languages, etc.), online services such as test preparation, career planning services, credit recovery, and Occupational Course of Study (OCS) courses to North Carolina students. By virtue of the online course delivery, students from all areas of the state will now have access to courses and highly qualified teachers in subjects that they may not have available at their local school. NCVPS is not available for courses that are taught at Bertie High School.

Students who are interested in distance learning programs or online classes must see their counselor for academic/career planning and advising.

Principal’s List and Honor Roll

Honor rolls for each nine weeks shall be posted in all schools for grades four through twelve.

Principal’s List: shall include all students who have a grade between 90-100 in all subjects.

Honor Roll: shall include students who have a grade between 80 – 89 in all subjects.

Students receiving an incomplete for a nine weeks grade for failure to complete all assignments shall not be eligible for Honor Roll or Principal’s List.

Honor Graduates

Students who have a cumulative unweighted grade point average (GPA) of 3.10 or above on a 4.0 scale by the end of the final semester of their senior year, and a minimum of twelve (12) advanced level courses, will be named Honor Graduates. Advanced level courses are honors, college or advanced placement.

In addition to the Honor Graduate Policy, any student who has met the requirements of the University of North Carolina University System may also be recognized as Distinguished Graduates in the following categories:

WITH PRAISE (CUM LAUDE) 3.00 THROUGH 3.49

WITH HIGH PRAISE (MAGNA CUM LAUDE) 3.50 THROUGH 3.74

WITH HIGHEST PRAISE (SUMMA CUM LAUDE) 3.75 THROUGH 4.00

The Valedictorian and Salutatorian must have been students of Bertie High School for a minimum of four (4) complete semesters, and they must have met all of the other Honors requirements at Bertie High School. (This began with the senior class of 2004-05).

Bertie High School Beta Club

Bertie High School National Honor Society

The Bertie High School chapter of the National Honor Society is a student led organization. Members are inducted in the fall of each year if they meet the following requirements:

· Junior or senior

· 3.5 weighted gpa

· good citizenship

· no discipline reports

Once inducted into the Bertie High School National Honor Society chapter members are expected to:

· attend monthly meetings

· maintain the standards for induction

· participate in the annual chapter community service project

North Carolina Academic Scholars Program

HISTORY

In March 1983, the State Board of Education approved the North Carolina Scholars Program to begin with the 1983-84 school year. In March, 1990, the State Board of Education revised the program and re-designated it the North Carolina Academic Scholars Program. Again, the State Board of Education revised program requirements in August 2002 to make it more consistent with graduation requirements and promote rigorous academic study. The current plan will remain in effect for students who entered the ninth grade for the first time in or after 2003-2004. Students who complete the requirements for an academically challenging high school program will be named North Carolina Academic Scholars and receive special recognition.

Recognition

The students who qualify for this special recognition

· will be designated by the State Board of Education as North Carolina Academic Scholars.

· will receive a seal of recognition attached to their diplomas.

· may receive special recognition at graduation exercises and other community events.

· may be considered for scholarships from the local and state business/industrial community.

· may use this special recognition in applying to post-secondary institutions. (Candidates are identified by the end of grade 11 and their candidacy can be included in application forms and/or transcripts sent to these institutions.)

North Carolina Academic Scholars

Program Plan

The following revised plan is effective for students who enter the ninth grade for the first time in or after 2012-13

·

Students must:

· begin planning for the program before entering grade 9 to ensure they obtain the most flexibility in their courses.

· complete all the requirements of this North Carolina Academic Scholars Program.

· have an overall four-year unweighted grade point average of 3.50

· complete all requirements for a North Carolina high school diploma.

Credits

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

4

English I,II,III,IV

4

Mathematics (Math I, Math II, Math III, and a higher level math course with Math II as prerequisite OR Integrated Mathematics I, II, III, and a higher level mathematics course with Integrated Mathematics III as prerequisite)

3

Science (a Physics or Chemistry course, Biology, and an Earth/Environmental Science course)

4

Social Studies (World History, Civics/Economics, American History I & II)

1

Healthful Living

6

Two (2) elective credits in a second language required for the UNC system

Four (4) elective credits constituting a concentration from one of the ff:

CTE, JROTC, Arts Education, Second Languages, any other subject area.

3

Higher level courses taken during junior and/or senior years which carry 5 quality points such as:

AP, IB, dual or college equivalent course, advanced CTE credentialing courses, online courses, other honors or above designated courses. OR

2

Higher level courses taken during junior and / or senior years which carry 5 quality points such as:

AP, IB, dual or college equivalent course, advanced CTE credentialing courses, online courses, other honors or above designated courses.

Bertie High School Language Arts

Course: English I - 10212X0CGrade: 9Prerequisite: NoneCredit: 1

Students in English I explore the ways that audience, purpose, and context shape oral communication, written communication, and media and technology. While emphasis is placed on communicating for the purpose of personal expression, students also engage in meaningful communication for expressive, expository, argumentative, and literary purpose. In English I, students will:· Express reflections and reactions to literature and to personal experience· Explain meaning, describe processes, and answer research questions· Evaluate communication and critique texts· Make and support an informed opinion· Participate in conversations about written analysis of literary genres, elements, and traditions· Use knowledge of language and standards of grammatical conventions

Course: Foundations Of English II - 10292X0C2Grade: 10Prerequisite: English ICredit: 1(Elective Credit)

Foundations of English II is an elective designed to ease the transition from English I to English II. The decision to take English throughout the entire school year is one that will allow students to focus on the fundamentals of grammar and writing, vocabulary acquisition, and reading comprehension. We will work to build the analytical skills necessary to succeed in the upcoming English II semester and on the EOC by reading poetry, historical documents, short stories, drama, and a novella. We will also view print and non-print media as a type of literature in which we may use many of the same skills as traditional literature. To connect our reading and writing, we will focus on writing sentences, paragraphs, and short essays on literature-based questions. Homework in the first semester of Foundations will be minimal; this will change when we transition to Standard English II in the spring.

Course: English II - 10222X0CGrade: 10Prerequisite: English ICredit: 1

Students in English II will read, discuss, and write about both classical and contemporary world literature (excluding British and American authors) through which students will identify cultural significance. They will examine pieces of world literature in a cultural context to appreciate the diversity and complexity of world issues and to connect global ideas to their own experiences. Students will continue to explore language for expressive, explanatory, critical, informational, argumentative and literary purposes, although emphasis will be placed on informational contexts. In addition to literature studies, students will:· Examine non-literary texts related to cultural studies.· Research materials to use primarily in clarifying their own explanatory responses to situations in literary-based issues.· Critically interpret and evaluate experiences, literature, language, and ideas.· Use standard grammatical conventions and select features of language appropriate to purpose, audience, and context of the work.

Course: English III - 10232X0CGrade: 11Prerequisite: English IICredit: 1

Students in English III analyze United States literature as it reflects social perspective and historical significance by continuing to use language for expressive, expository, argumentative, and literary purposes. The emphasis in English III is critical analysis of texts through reading, writing, speaking, listening, and using media. In addition, the students will:· Relate the experiences of others to their own.· Research the diversity of American experience.· Examine relationships between past and present.· Build increasing sophistication in defining issues and using argument effectively.· Create products and presentations which maintain standard conventions of written and oral language.

Course: English IV - 10242X0CGrade: 12Prerequisite: English IIICredit: 1Students in English IV will integrate all the language arts skills gained throughout their education. The curriculum both affirms these skills and equips the students to be life-long learners. Students continue to explore expressive, expository, argumentative, and literary contexts with a focus on British literature. The emphasis in English IV is on argumentation by developing a position of advocacy through reading, writing, speaking, listening, and using media. Students will:· Express reflection and reactions to texts.· Explain principles inspired by the curriculum.· Interpret and qualify texts.· Research and address issues of public or personal concern.· Create products and presentations which maintain standard conventions of the written and spoken language.

Honors English Courses

Students may elect to take the following English courses in lieu of the regular courses described. The content and pace of these courses are more advanced than the regular English courses. These courses will meet graduation and admission requirements. Students taking these courses will be expected to meet the following criteria:

1. High level of self-motivation;2. High level of independent thinking and insight (ability to interpret, compare, analyze, synthesize, and apply concepts, as well as facts);3. Inquisitive mind (reluctant to accept facts and information as purely memory work to regurgitate); and4. Exemplary scholastic record.

The following are required for a student to enter Honors English I:1. A “B” average in 8th grade Reading

The following are recommended in order for a student to enter Honors English II:1. A “B” average in Honors English I or an “A” average in English I

2. Student must earn a Level 4 or 5 on their English I NC Final Exam

The following are required for a student to enter Honors English III:

A “B” average in Honors English II or an “A” average in English II

1. Student must earn a Level 4 or 5 on their 10th grade EOC

The following are required for a student to enter Honors English IV:

A “B” average in Honors English III or an “A” average in English III

1. Student must earn a Level 4 or 5 on their 11th grade NC Final Exam

Course: Honors English I - 10215X0CGrade: 9Prerequisites: Listed AboveCredit: 1

Students in Honors English I will explore literature more widely and deeply, including more challenging and/or complete print and non-print texts. English I Honors fosters intellectual curiosity by encouraging students to generate thought-provoking questions and topics and to research diverse sources. English I Honors will require students to work as self-directed and reflective learners, both independently and in groups as leaders and collaborators. Higher level thinking skills will be emphasized through interdisciplinary and critical perspectives as reflected in the quality of student performance in oral language, written language, and other media/technology. Emphasis will be placed on personal expression.

Course: Honors English II - 10225X0SGrade: 10Prerequisites: Listed AboveCredit: 1

Students in Honors English II will examine pieces of classical and contemporary world literature to develop an appreciation for the cultural significance, diversity, and complexity of world issues, and to connect global ideas to their own experiences. However, emphasis will be placed upon preparation for the North Carolina Tenth Grade Writing Assessment, which evaluates students’ ability to offer a satisfactory essay response to an informational writing prompt that requires students to write a definition, cause-effect, or problem-solution essay.

Course: Honors English III - 10235X0CGrade: 11Prerequisites: Listed AboveCredit: 1

Honors English III analyzes and explores United States literature more widely and deeply. It includes more challenging and/or complete print and non/print texts. This course fosters intellectual curiosity through thought-provoking questions and topics, requiring students to research diverse sources. Higher level thinking skills are emphasized. Students analyze United States literature as it reflects social perspective and historical significance by continuing to use language for expressive, expository, argumentative, and literary purposes. The emphasis in English III Honors is critical analysis of text through reading, writing, speaking, listening, and using media.

Course: Honors English IV - 10245X0CGrade: 12 Prerequisites: Listed AboveCredit: 1

Students in Honors English IV will explore British literature more widely and deeply, including more challenging and/or complete print and non-print texts. English IV Honors fosters intellectual curiosity by encouraging students to generate thought-provoking questions and topics and to research diverse sources. English IV Honors will require students to work as self-directed and reflective learners, both independently and in groups as leaders and collaborators. Higher level thinking skills will be emphasized through interdisciplinary and critical perspectives as reflected in the quality of student performance in oral language, written language, and other media/technology.

Bertie High School Foreign Language

Students who plan to take two years of a second language are encouraged to begin as juniors. Students who desire three years of a second language are encouraged to begin as sophomores. Students who intend to take four years of a second language are advised to begin as freshmen.

Course: Spanish I - 11412X0C Grades: 10-11

Prerequisite: NONE

Credit: 1

Spanish is a college preparatory course that prepares students for college placement exams. The first level is an introduction to the language and culture of Hispanic America and Spain. The outline includes basic grammar (including simple parts of speech and verb conjugation), approximately 800 vocabulary words, and projects.

Course: Spanish II - 11422X0

Grades: 10-12

Prerequisite: Spanish I

Credit: 1

Spanish II is a college-prep course that increases emphasis on preparation for college placement exams. The outline includes intermediate grammar (including more difficult parts of speech and conjugation of different tenses), approximately 550 vocabulary words, mandatory speaking/listening opportunities, and extensive projects on Spain and Latin America.

Course: Honors Spanish III - 11435X0

Grades: 11-12

Prerequisite: A “B” average in Spanish II

Credit: 1

Spanish III continues the emphasis on preparation for college placement exams. The outline includes advanced grammar study (including the compound and complex tenses as well as subjunctive), extensive culture study (including geography, culture, literature, and history), and advanced vocabulary.

Course: Honors Spanish IV - 11445X0CGrade: 12Prerequisite: A “B” average in Honors Spanish IIICredit: 1

A major focus of Spanish IV is to enable students to communicate in writing and in extended conversations on a variety of topics. Students begin to narrate, discuss, and support fairly complex ideas and concepts using concrete facts and topics in a variety of time. Another emphasis of Spanish IV is on culture and literature. Short stories, poetry, excerpts from various periods of literature, current events, and authentic materials are included. Emphasis is placed on independent reading. Finer points of grammar are studied to aid oral and written communication. There is more in depth study of the target culture(s) and their influence throughout the world. Students are able to connect the target language to other disciplines and can compare it to their own. Finally, students are able to use the language inside and outside of the classroom setting.

Bertie High School Mathematics

Course: Foundations of Math I - 21032X0

Grade: 9

Prerequisite: None

Credit: 1

Foundations of Math I provides students with skills and knowledge required to be successful

in high school math courses concentrating mainly on Math 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.

Course: Math I - 21032X0

Grade: 9

Prerequisite: Foundations of Math I

Credit: 1

This course provides students the opportunity to study traditional topics from algebra, geometry, probability, and statistics in a problem-centered, connected approach. Students will be expected to describe and translate among graphic, algebraic, numeric, tabular, and verbal presentations of relationships and use those representations to solve problems. Appropriate technology, from manipulatives to calculators and applicable software, should be used regularly for instruction and assessment.

Course: Math II - 22012X0

Grade: 10

Prerequisite: Math I

Credit: 1

This course continues students’ study of topics from algebra, geometry, and statistics in a problem-centered connected approach. Functions, matrix operation, and algebraic representations of geometric concepts are the principle topics of study. Students will be expected to translate among graphic, algebraic, numeric, tabular, and verbal presentations of relationships and use those representations to solve problems. Appropriate technology, from manipulatives to calculators and applicable software, should be used regularly for instruction and assessment.

Course: Math III 23012X0

Grade: 11

Prerequisite: Math II

Credit: 1

This course continues students’ study of topics from algebra, geometry, and statistics in a problem-centered connected approach. Functions and deductive methods of proof with geometric concepts are the principle topics of study. Students will be expected to describe and translate among graphic, algebraic, numeric, tabular and verbal presentations of relationships and use those representations to solve problems. Appropriate technology, from manipulatives to calculators and applicable software, should be used regularly for instruction and assessment.

Course: North Carolina Math IV 24002X0C

Grades: 11-12

Prerequisite: Math III

Credit: 1

The primary focus of this course is on functions and statistical thinking, continuing the study of algebra, functions, trigonometry and statistical concepts previously experienced in NC Math 1-3. The course is designed to be a capstone to introductory statistical concepts. Additionally, the course intentionally integrates concepts from algebra and functions to demonstrate the close relationship between algebraic reasoning as applied to the characteristics and behaviors of more complex functions.

MATHEMATICS HONORS COURSES

Students may elect to take the following math courses in lieu of the Geometry and Algebra II courses described earlier. The content and pace of these courses are more advanced than the regular Geometry and Algebra II courses. These courses will meet graduation and college admissions requirements. Students taking these courses will be expected to meet the following criteria:

1.Mastery level of math computation skills and basic concepts;

2.High level of self-motivation;

3.High level of independent thinking and insight (ability to interpret, compare, analyze, synthesize, and apply concepts, as well as facts);

4.Inquisitive mind (reluctant to accept facts and information as purely memory work to regurgitate); and

5.Exemplary scholastic record.

Course: Pre-Calculus 24035X0C

Grades: 10-12

Prerequisite: 85 average in Math III or NC Math IV

Credit: 1

Required: TI-83 Graphing Calculator

The purpose of Precalculus is to build upon the study of algebra, functions, and trigonometry experienced in previous high school mathematics courses. This course will build on students’ algebraic skills and understanding of functions to delve into real world phenomena and to deepen understanding of the functions in the course.

Bertie High School Science

Course: Earth/Environmental Science 35012X0C

Grade: 9

Prerequisite: NONE

Credit: 1

Earth/environmental science is a course that is required for graduation beginning with the class of 2004. This course studies the earth’s deposits and formations. It also covers geology, meteorology, (atmospheric phenomena and weather forecasting), oceanography (ocean phenomena), astronomy, space exploration, and the earth’s resources and environment.

Course: Physical Science 34102X0Grade: 10

Prerequisite: Math I

Credit: 1

Physical science is a study of the forces of nature that affect and control matter. In the chemistry aspect students learn about the structure and behaviors of matter; in the physics aspect students learn about motion, forces, and energy. Hands-on activities and technology are incorporated in the teaching of the goals and objectives.

Course: Biology 33202X0C

Grade: 11

Prerequisite: Foundations of Biology

Credit: 1

This course will cover concepts such as matter, cells, DNA, heredity, genetic engineering, evolution, major phyla of organisms from bacteria to plants to animals, and ecology. The concepts will include labs and some research projects. This course is required for graduation.

SCIENCE HONORS COURSES

Students enrolled in Honors Science courses will be held to higher academic standards and rigor as mandated by the North Carolina Department of Public Instruction. It is imperative that honors students read ahead of class, study their notes daily, prepare accurate lab reports, do proper research, and complete all of their homework as assigned. Activities, projects, research and assignments that go beyond the standard course of study for non-honors classes will be an integral part of the honors course work. Honors students will be held to high academic standards, honesty, and scholarship. They will be expected to excel in their studies through self-motivation, time-management, and acceptance of their personal responsibility to put forth their best effort.

Course: Earth/Environmental Science Honors 35015X0CGrade: 10Prerequisite: NONECredit: 1

Honors earth/environmental science is a fast-paced introductory course that concentrates on the composition of the earth, environmental issues, astronomy, weather, and the evolutionary process of the planet. Students enrolled in this class will participate in numerous hands-on activities and projects as well as the usual classroom assignments. Earth/environmental science is required for graduation.

Course: Biology Honors 33205X0CHN

Grades: 10-12

Prerequisite: “B” average in Earth/Environmental Science Honors or “A” average in Earth/Environmental Science

CREDIT: 1

This course will cover concepts such as matter, cells, DNA, heredity, genetic engineering, evolution, major phyla of organisms from bacteria to plants to animals, and ecology. The concepts will be in-depth and at a faster pace, with labs that require written reports and major research projects. This course meets the biology requirement for graduation.

Course: Chemistry Honors 34205X0C

Grades: 10-12

Prerequisite: 85 average in Physical Science and 85 math honors course

CREDIT: 1

Honors chemistry is a course designed to give students a more conceptual and in-depth understanding of the structure of matter. Other concepts include chemical reactions, the conservation of energy in these reactions, transformation, composition, structure, and properties of substances. The course integrates inquiry and technology to explore the world of chemistry. Students are expected to work independently on a variety of assignments and accept greater responsibility for their learning than in the normal chemistry course. They are also expected to design and complete at least one in-depth independent study of selected chemistry-directed questions. Learning is enhanced by laboratory experiences and

technology. Students are expected to read up-to-date published journals or other research pertaining to chemistry. This course will prepare students who are willing to work hard to be successful in college and pursue a career in the physical sciences, technologies, and/or in the medical fields.

Course: Anatomy & Physiology 33305X0C

Grades: 10-12

Prerequisite: 85 in Biology (PREFERABLY HONORS)

CREDIT: 1

Anatomy and physiology is an honors level elective course that covers all of the systems in the human body in great detail. Students will learn the names of all the body parts using bones, models, diagrams, and microscope tissue specimens. Physiological studies will probe the molecular and chemical details of how the cells, tissues, organs, and organ systems work independently and coordinately in the body to maintain homeostasis. Students will also probe disease process and diagnosis, medical terminology and the educational, research and career opportunities that relate to this course of study. Students will be given oral quizzes daily to check their growing knowledge. Multiple choice unit tests will close the study of each body system, and a week long pig dissection will act as a comprehensive final exam. The course is a prerequisite for Health Occupations II, AP Biology, and a must for anyone interested in a medical/human health related career.

Bertie High School Social Studies

Course: World History 43032X0C

Grade: 9

Prerequisite: None

Credit: 1

World History is a look into the past, a study of what life was like to most people in a given era, ranging from pre-historic man to the present. It is a balanced presentation of the history of our world, including a look at cultures, geography, and everyday life as well as the political and economic influences that have affected our past and will guide our future.

Course: American History: Founding Principles Civics & Economics 42092X02

Grade: 10

Prerequisite: World History

Credit: 1

Through the study of civics and economics, students will acquire the skills and knowledge necessary to become responsible and effective citizens in an interdependent world. Students will need a practical understanding of these systems of civics and economics that affect their lives as consumers and citizens. Furthermore, this course serves as a foundation for the study of United States history.

Course: American History I 43042X0C

Grade: 11

Prerequisite: American History: Founding Principles Civics & Economics

Credit: 1

In this course students will examine the historical and intellectual origins of the US from the European exploration and colonial settlement to the Revolutionary and Constitutional eras. Students will learn about the important political and economic factors that contributed to the development of colonial America and the outbreak of the American Revolution, as well as the consequences of the Revolution, including the writing and key ideas of the US Constitution. This course will guide students as they study the establishment of political parties, America’s westward expansion, the growth of sectional conflict, how that sectional conflict led to the Civil War, and the consequences of the Civil War, including Reconstruction

Course: American History II 43052X0C

Grade: 11

Prerequisite: American History I

Credit: 1

In this course students will examine the political, economic, social, and cultural development of the US from the end of the Reconstruction era to the present times. Students will explore the change in the ethnic composition of American society, the movement toward equal rights for racial minorities and women, and the role of the US as a major world power. An emphasis will be placed on the expanding role of the federal government and the federal courts, as well as the continuing tension between the individual and the state. The desired outcome of this course is for students to develop an understanding of the cause –and –effect relationship between past and present events, recognize patterns of the interactions, and understand the impact of events on the US in an interconnected world.

SOCIAL STUDIES HONORS COURSES

Students may elect to take the following history courses in lieu of the regular courses described. The content and pace of these courses are more advanced than the regular history courses. These courses will meet graduation and admission requirements. Students taking these courses will be expected to meet the following criteria:1. High level of self-motivation;2. High level of independent thinking and insight (ability to interpret, compare, analyze, synthesize, and apply concepts, as well as facts);3. Inquisitive mind (reluctant to accept facts and information as purely memory work to regurgitate); and4. Exemplary scholastic record.

Course: World History Honors 43035X0C

Grade: 9

Prerequisite: Level 4 or 5 on 8th grade Reading EOG

Credit: 1

World History Honors is a survey course that gives students the opportunity to explore recurring themes of human experience common to civilization around the globe from ancient to contemporary times. An historical approach will be at the center of the course. The application of themes of geography and an analysis of the cultural traits of civilization will help students understand how people shape their world and how they shape them. Students will broaden their historical perspectives as they explore ways societies have dealt with continuity and change, exemplified by issues such as war and peace, internal stability and strife, and the development of civilizations that have shaped the development of the United States. Honors world history provides the opportunity for advanced work, rigorous study, and a systematic study of major ideas and concepts found in the study of global history. The course is challenging and requires students to take greater responsibility for their learning by participating in problem-solving, scholarly and creative processes, critical analysis and applications, and reflective thinking.

Course: American History: Founding Principles Civics & Economics Honors 42095X0C

Grade: 10

Prerequisite: A “B” average in World History Honors or an “A” average in World History

Credit: 1

Through the study of civics and economics, students will acquire the skills and knowledge necessary to become responsible and effective citizens in an interdependent world. Students will need a practical understanding of these systems of civics and economics that affect their lives as consumers and citizens. Furthermore, this course serves as a foundation for the study of United States history. This honors level course will cover the material in greater complexity, novelty, and acceleration, through research-based assignments. Students will learn to express and defend their ideas. Students should be reflective thinkers who are interested in exploring their areas of interests within the designated course of study.

Course: American History I Honors 43045X0C

Grade: 11

Prerequisite: A “B” average in American History: Founding Principles Civics & Economics or Honors an “A” average in American History: Founding Principles Civics & Economics

Credit: 1

This honors course is designed to challenge students. In this course students will examine the historical and intellectual origins of the US from the European exploration and colonial settlement to the Revolutionary and Constitutional eras. Students will learn about the important political and economic factors that contributed to the development of colonial America and the outbreak of the American Revolution, as well as the consequences of the Revolution, including the writing and key ideas of the US Constitution. This course will guide students as they study the establishment of political parties, America’s westward expansion, the growth of sectional conflict, how that sectional conflict led to the Civil War, and the consequences of the Civil War, including Reconstruction.

Course: American History II Honors43055X0C

Grade: 11

Prerequisite: A “B” average in American History I Honors or an “A” average in American History I

Credit: 1

This honors course is designed to challenge students. In this course students will examine the political, economic, social, and cultural development of the US from the end of the Reconstruction era to the present times. Students will explore the change in the ethnic composition of American society, the movement toward equal rights for racial minorities and women, and the role of the US as a major world power. An emphasis will be placed on the expanding role of the federal government and the federal courts, as well as the continuing tension between the individual and the state. The desired outcome of this course is for students to develop an understanding of the cause –and –effect relationship between past and present events, recognize patterns of the interactions, and understand the impact of events on the US in an interconnected world.

Health & Physical Education

Course: Health & Physical Education 63022X0C

Grade: 9

Prerequisite: NONE

Credit: 1

This course consists of one quarter of health and one quarter of physical education. An organized study of rules and skills related to various indoor and outdoor activities is taught. Daily participation is required. Proper attire must be worn during gym class.

Course: Physical Education I 62022X0C1

Grade: 10

Prerequisite: Health & Physical Education

Credit: 1

Physical Education I provides an organized, sequential, and systematic means for students to develop knowledge, skills, and attitudes about various sports. It teaches sportsmanship and the fundamentals of team and individual sports. These activities improve posture and promote good physical development. Participation in all daily activities is required. Appropriate attire is required.

Course: Physical Education II 62022X0C2

Grade: 11

Prerequisite: Physical Education I

Credit: 1

Physical Education II enriches students’ knowledge and appreciation of lifetime sports and games that they will participate in throughout life. Daily participation is required. Appropriate attire is required.

Course: Weight Training 62022X0CC

Grades: 11-12

Prerequisite: Health & Physical Education

Credit: 1

This course is designed for all students interested in weight and physical conditioning. Basic fundamentals of strength and conditioning will be introduced to students; however, students in this class will be expected to meet the rigorous standards of athletes. Proper attire is required.

Fine Arts

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

Credit: 1Grade Level: 9-12

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: A grade of 80 or above in Art I

Credit: 1Grade Level: 10-12

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: A grade of 85 or above in Art II and teacher recommendation

Credit: 1Grade Level: 10-12

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: A grade of 85 or above in Art III & teacher recommendation

Credit: 1Grade Level: 10-12

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.

Course: Band (Beginning) 52552X0CB

Grades: 9-10

Prerequisite: 8TH grade band, audition, or Director recommendation, successful completion of band in the previous year and attendance at an on-site summer band camp

Credit: 1

This class emphasizes the study of instrumental music. Marching band techniques, concert band techniques, individual instrumental techniques, concepts of music history, and music theory are studied in this class. This class also emphasizes movement and use of equipment for performances. A reasonable level of fitness is required. Performance grades, written tests, and classwork are used to assess student progress. Band obligations include required rehearsals, football games, parades, concerts, competitions and other special band events.

Course: Band (Intermediate) 52562X0C

Grades: 10-12

Prerequisite: Band I, Audition, and/or Director recommendation

Credit: 1

This class emphasizes the study of instrumental stage music. All instrumental techniques are studied. Advanced concepts in music theory are included in this class. Performance grades, written tests, and classwork are used to assess student progress. Outside events may be required. Home practice is a must for success.

Course: Band (Proficient) 52575X0Grades: 11-12Prerequisite: Band II, Audition, and/or Director recommendation

Credit: 1

This class emphasizes the study of instrumental stage music. All instrumental techniques are studied. Advanced concepts in music theory are included in this class. Performance grades, written tests, and classwork are used to assess student progress. Outside events may be required. Home practice is a must for success.

Course: Band (Advanced) 52585X0CSGrade: 11-12

Prerequisite: Band III, Audition, and/or Director recommendation

Credit: 1

This class emphasizes the study of instrumental stage music. All instrumental techniques are studied. Concepts in music theory are included in this class. Performance grades, written tests, and classwork are used to assess student progress. Outside events may be required. Home practice is a must for success.

Course: Music Specialization (Beginning): Music Appreciation 52162X0

Grades: 9-12

Prerequisite: None

Credit: 1

This course focuses on the development of knowledge and the appreciation of music. Students do not need to know how to read music but should have a desire to learn and to develop an appreciation of all types of music. Subjects covered include basic music theory, music history, film music, musical theater, and other musical concepts.

Course: Music Technology

Grades: 10-12

Prerequisite: Music Appreciation or Band

Credit: 1

This course is designed to broaden the arts education opportunities of students, to offer musical experiences beyond those of the traditional performing ensembles and to provide students with real-world applications of technologies currently in use in the music industry. The course has a strong emphasis on the materials and methods of technical production.

Junior Reserve Officer Training

LET (LEADERSHIP-EDUCATION-TRAINING) 1 CREDIT GIVEN FOR EACH LEVEL SUCCESSFULLY COMPLETED.

LET I LET IIILET VLET VII

LET IILET IVLET VILET VIII

COURSELEVELCOURSE NUMBERPREREQUISITES

JROTCLET I 95012X0CNONE

JROTCLET II 95022X0CLET I

JROTCLET III 95032X0C LET II

JROTCLET IV 95042X0CLET III

JROTCLET V 95052X0CLET IV

JROTCLET VI 95062X0CLET V

JROTCLET VII 95062X0C7LET VI

JROTCLET VIII 95062X0C8LET VII

1. Enrollment: Must be a full-time student above the eighth grade. Must not have a record of conviction by a civil court, for other than a minor traffic violation.

2. Eligibility: Must be willing to wear the military uniform once a week, and adhere to the grooming standards of wearing the uniform. (i.e. haircut/style and shave)

Must be physically able to march and to participate in the various activities of the JROTC program as required by the curriculum.

3. Course Description: The Junior ROTC program is set up on a building block curriculum. Basic principles and skills are taught the first year, and each course is broadened and given greater detail each successive year. A brief description of each course is as follows:

a. The Spirit of American Citizenship - Covers the basic national rights of an American citizen, and the Constitutional basis for the U.S. Army.

b. Military History - Concentrates on the U.S. Military involvement from the Spanish

American War thru present conflicts. Students will be able to

understand why this country became involved in such conflicts as

Korea and Vietnam.

c. Map Reading - Provides instruction to help students determine direction, location, and

distance. It includes practical exercises that allow students to apply

new found skills.

d. Leadership - Concentrates on the theory and application of leadership principles, to

include values and good judgment in leadership situations. It also

includes those skills necessary for basic management.

e. Techniques of Communications - Shows students how to convey a message to others

through writing and giving instructions.

f. Leadership Lab - Gives students a knowledge of drill and ceremony necessary to work

as a member of a team.

g. First Aid - Covers the life saving techniques given to an injured person before

medical help arrives at the scene of the accident. Students will also learn how to take care of

themselves in cold and hot weather.

h. Cadet Challenge - Stresses physical exercise and conditioning. Students will practice

and take The Challenge to test their physical well being.

i. Career Opportunities - Helps students to explore both civilian and military career

opportunities.

j. Role of the Army - Explains the mission of the Army. Students are given an

understanding of the history, purpose and structure of the total Army. It emphasizes

the role and the accomplishments of the Army.

4. AFTER SCHOOL ACTIVITIES. The Junior ROTC also offers a Drill Team, a Rifle Team and a Raider Platoon for after school training, fun, and competition with other JROTC programs in the area.

Business, Finance and Information Technology Education

COURSE: PRINCIPLES OF BUSINESS & FINANCE BF102X0GRADES: 9-12PREREQUISITE: NONECREDIT: 1This course introduces students to topics related to business, finance, management, and marketing to cover business in the global economy, functions of business organization and management, marketing basics, and significance of business financial and risk management. English language arts, social studies, and mathematics are reinforced. Work-based learning strategies appropriate for this course include mentorship, school-based enterprise, service learning, and job shadowing. Cooperative education is not available for this course. Apprenticeship is not available for this course. DECA (an association for Marketing Education students) and Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

COURSE: BUSINESS LAWBB302X0CGRADES: 10-12PREREQUISITE: Principles of Business and Finance or Personal FinanceCREDIT: 1This 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.

COURSE: ENTREPRENEURSHIP I ME112X0CGRADES: 10-12PREREQUISITE: Principles of Business or Personal FinanceCREDIT: 1

In this course students evaluate the concepts of going into business for themselves and working for or operating a small business. Emphasis is on the exploration of feasible ideas of products/services, research procedures, business financing, marketing strategies, and access to resources for starting a small business. Students develop components of a business plan and evaluate startup requirements. English language arts and social studies are reinforced. Work-based learning strategies appropriate include cooperative education, entrepreneurship, internship, mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship is not available for this course. DECA (an association for Marketing Education students) and Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

COURSE: ENTREPRENEURSHIP II ME122X0GRADES: 10-12PREREQUISITE: Entrepreneurship ICREDIT: 1

In this course students develop an understanding of pertinent decisions to be made after obtaining financing to open a small business. Students acquire in-depth understanding of business regulations, risks, management, and marketing. Students develop a small-business management handbook. English language arts and social studies are reinforced. Work-based learning strategies appropriate include cooperative education, entrepreneurship, internship, mentorship, school-based enterprise, service learning, and job shadowing. Apprenticeship is not available for this course. DECA (an association for Marketing Education students) and Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

COURSE: FOUNDATIONS OF INFORMATION TECHNOLOGY BI102X0CGRADES: 9-12PREREQUISITES: NONE

CREDIT: 1

This introductory course provides students with the foundation to pursue further study in information technology. Emphasis is on network systems, information support and services, programming and software development, and interactive media. Mathematics is reinforced. Work-based learning strategies appropriate for this course include entrepreneurship, mentorship, service learning, and job shadowing. Apprenticeship and cooperative education are not available for this course. Future Business Leaders of America (FBLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

WORK BASED LEARNING (INTERNSHIP)

GRADES: 11-12

PREREQUSITES: CERTIFICATION OR A LEVEL II COURSE

Credit: 1

This course provides students an experience in which they learn by taking on a responsible role as a worker in a company or organization and then reflects on what happened while in the workplace. The internship is a supplement to formal classroom instruction. The internship is to significantly add to the vitality of the instructional program and to impact the courses that students have taken.

Family & Consumer Sciences Education

Course: Parenting & Child Development FE602X0CGrades: 9-12Prerequisite: NONECredit: 1

This course introduces students to responsible nurturing and basic applications of child development theory with children from infancy through age six. Areas of study include parenthood decisions, child care issues, prenatal development and care, and development and care of infants, toddlers, and children three through six. Emphasis is on responsibilities of parents, readiness for parenting, and the influence parents have on children while providing care and guidance. Art, English language arts, and science are reinforced. Work-based learning strategies appropriate for this course include service learning and job shadowing. Apprenticeship and cooperative education are not available for this course. Family, Career and Community Leaders of America (FCCLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

Course: Early Childhood Education I FE112X0Grades: 11 & 12Prerequisite: Students must be 16 by OctoberCredits: 2

This two-credit course prepares students to work with children in early education and child care settings. Areas of study include personal and professional preparation, child development from birth to age 12, techniques and procedures for working with young children, and history, trends and opportunities in this field. An internship makes up 50 percent of instructional time. Work-based learning strategies appropriate for this course include internship, mentorship, service learning, and job shadowing. Cooperative education and apprenticeship are not available for this course. Family, Career and Community Leaders of America (FCCLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences. Parenting and Child Development is recommended as preparation for this course.

Course: Early Childhood Education II FE122X0Grades: 11 & 12Prerequisite: Early Childhood Education I and students must be 16 by OctoberCredits: 2

This two-credit course provides advanced experiences in working with children from infancy to age 12 in early education and child care settings. Areas of study include program planning and management, developmentally appropriate practice, procedures and strategies for working with special groups of children, and career development and professionalism. An internship makes up 50 percent of instructional time. Work-based learning strategies appropriate for this course include internship, mentorship, service learning, and job shadowing. Cooperative education and apprenticeship are not available for this course. Family, Career and Community Leaders of America (FCCLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

Course: Foods I - FN412X0Grades: 9-12Prerequisite: Credit: 1

This course examines the nutritional needs of the individual. Emphasis is placed on the relationship of diet to health, kitchen and meal management, food preparation and sustainability for a global society, and time and resource management. English language arts, mathematics, science and social studies are reinforced. Work-based learning strategies appropriate for this course include service learning and job shadowing. Apprenticeship and Cooperative education is not available for this course. Family, Career and Community Leaders of America (FCCLA) competitive events, community service, and leadership activities provide the opportunity to apply essential standards and workplace readiness skills through authentic experiences.

Course: Foods II/Enterprise FN422X0CGrades: 9-12Prerequisite: Foods ICredit: 1

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

Career & College Promise

Career & College Promise CoursesGrades: 11-12Prerequisites: Vary, based on the courseCredit: 1 (High School)College Credit:Varies based on the course

Students must see their counselor to check course offerings from Martin Community College.

Course: Bertie Public Safety Cadet Program

Grades: 11-12

Prerequisite: 2.0 GPA or higher

Bertie Public Safety Cadet Program is a partnership between Bertie County Schools, State Corrections and the Governors Office. This partnership will enable students to take face-to-face college courses in criminal justice earning both high school and college credits. Students will participate in various experiences that will develop leadership, integrity, responsibility and a sense of community. Upon successful completion of the course work, students will receive a Criminal Justice Technology Correction Specialist Certificate from Roanoke Chowan Community College. All earned credits will go towards an associate degree in criminal justice at RCCC or Martin Community College.

Junior Year-Spring Course

3rd Quarter-CJC 122 Law Enforcement Ops

4th Quarter-CJC 141 Corrections

Senior Year- Fall Semester

1st Quarter-CJC 111 Intro to Criminal Justice

2nd-QuarterCJC 221 Investigative Principles

Senior Year-Spring Semester

3rd & 4th Quarter-Community Service Project

Future Ready Occupational

Course: English I 9210BX0CGrade: 9Prerequisite: NoneCredit: 1

Students in English I explore and examine a variety of communication modes and the importance each plays in daily living and employment settings. They apply reading and writing skills to interpret and express factual, functional information. They use oral language skills to communicate effectively in both formal and informal situations. In Occupational English I students will

· Expand basic telephone skills for work and home,· Write complete simple and compound sentences,· Take and support positions of self-advocacy,· Read a variety of materials to gain information and perform tasks,· Read basic functional vocabulary terms,· Employ accurate manuscript and cursive letter formation,· Exhibit ethical behavior in the use of computer technology, and· Develop effective interviewing skills.

Course: English II 9211BX0CGrade: 10Prerequisite: English ICredit: 1

Students in English II analyze and employ effective communication skills in both daily living and employment settings. They use standard rules of convention and syntax to give and request information. They read and comprehend a variety of functional texts. Occupational English II students will

· Give and request verbal directions,· Demonstrate appropriate communication skills when addressing peers,· Write sentences to form paragraphs,· Read and comprehend information found in a variety of printed material,· Use basic work processing skills for written communication, and· Expand self-advocacy skills.

Course: English III 9212BX0CGrade: 11Prerequisite: English IICredit: 1

Students in English III read, write, and orally express information required in a variety of daily living and employment settings. They identify main concepts and supporting information from printed material. They examine the speaking skills expected in a variety of settings and demonstrate effective oral communication in each. In addition, students will· Expand proficiency in basic sentence and paragraph writing as applied to a variety of functional, independent living, and employment tasks;· Visually gain information from a variety of graphic material;· Expand reading and writing of functional vocabulary terms;· Expand comprehension of a variety of printed material;· Demonstrate oral communication skills needed for a work environment; and· Write formal and informal letters.

Course: English IV 9213BX0CGrade: 12Prerequisite: English IIICredit: 1

Students in English IV integrate oral, written and visual skills to communicate effectively in a variety of daily living and employment situations. They use written communication for explanatory, argumentative, self-advocacy, and social purposes. They employ visual communication skills to locate and research information. Occupational English IV students will· Expand verbal communication skills;· Write logical and sequential reports;· Expand comprehension of functional vocabulary to include legal, medical, tax, and insurance terms;· Read and comprehend directions and other printed material for daily living and employment tasks;· Complete personal forms and applications;· Use computer technology to enter and edit information on a spreadsheet and to communicate on line; and· Produce complete personal portfolios.

Course: Intro Math I 92200X0CGrade: 9Prerequisite: NoneCredit: 1Occupational Math I continues the study of · Computation: reading, writing, counting, and the mathematical skills using whole numbers, decimals, fractions, and percent; · Financial Management: recognizing and identifying basic financial information, · Time and measurement; · Independent living; and · Technology. Students will acquire these skills through hands-on approaches and cooperative learning within the classroom and community. Applications of these skills are necessary for independent living and successful employment.

Course: Math I 9225BX0Grade: 10Prerequisite: Introductory Math ICredit: 1

Math II continues the study of computation and the application of these skills for independent living and successful employment. More emphasis is placed on application and problem solving in the areas of financial management, reading and interpreting schedules, time and measurement, and independent living using technology, hands-on approaches and cooperative learning.

Course: Financial Management 9222BX0Grade: 11Prerequisite: High School Math Coursework Credit: 1

Math III emphasizes the application of skills previously learned. In this course students demonstrate application of the skills in the community and places of employment.

Course: American History I 9247BX0CGrade:12Prerequisite: NoneCredit: 1

This course investigates government and United States history.

Course: American History II 9248BX0CGrade: 12Prerequisite: American History I Credit: 1

This course deals with self-advocacy and problem solving.

Course: Preparation I 9240BX0Grade: 9Prerequisite: NoneCredit: 2This is designed to introduce students to the fundamental attitudes, behaviors, and habits needed to obtain and maintain employment in their career advancements. Students will participate in school-based learning activities including work ethic development, job-seeking skills, and self-management. Students will be involved in on-campus vocational training in Workforce development. Transition planning begins in this course and continues throughout the strand of Occupational Preparation courses.

Course: Preparation II 9241BX0 Grade: 10Prerequisite: Preparation ICredit: 1

This course emphasizes the development of skills generic to all career majors: resource management, communication, interpersonal relationship skills, technology, stamina, endurance, safety, mobility skills, motor skills, teamwork, sensory skills, problem solving, cultural diversity, information acquisition/management, and self-management. This course content is focused on providing students with a repertoire of basic skills that will serve as a foundation for future career application. Students will expand their school-based learning activities to include on-campus jobs and begin some work-based learning activities. Job seeking skills will also continue to be refined.

Course: Preparation III 9242BX0Grade: 11Prerequisite: Preparation IICredit: 2This course is designed to allow students to continue the development and begin the application of skills learned in Occupational Preparation I and II. Work-based learning activities are provided, including community-based training, job shadowing, job sampling, internships, situational assessment, cooperative education, and apprenticeships. These work-based activities allow students to apply employability skills to competitive employment settings and demonstrate the effectiveness of their work personality. Multiple opportunities for leadership development and self-determination are provided.

Course: Preparation IV 9243BX0Grade: 12Prerequisite: PREPARATION IIICredit: 1

This course gives students the opportunity to synthesize all the skills acquired in previous occupational preparation courses and determine their applicability to students’ personal career choice. This course will allow students to solve work-related problems experienced in competitive employment, practice self-advocacy, and master the theoretical and practical aspects of their career choice. Students will complete the 400 hours of integrated competitive employment in a community setting required for successful completion of the Occupational Course of Study. Students will also develop a job placement portfolio that provides an educational and vocational record of their high school experience.

Course: Applied Science 9231BX0Grade: 9Prerequisite: NoneCredit: 1

This course is designed to provide students with the knowledge necessary to practice safety in all areas of life and maintain a healthy lifestyle. Students will also receive instruction in the provision of first aid and accessing medical care. Students will have opportunities to apply skills in the area of healthy living and safety as well as various situations within the home, community, and workplace.

Course: Biology 9232BX0CGrade: 11Prerequisite: Foundations of Biology Credit: 1

Students will develop basic, functional knowledge of science concepts in the areas of earth science, environmental science, and physical science. Students will also develop skills in the area of healthy relationships. Students will have the opportunity to apply the science-based concepts to daily living situations at home, in the community, and the workplace.

Certificate Program

Course: English I 9210AXO

Grade: 9Prerequisite: None Credit: 1

This course is designed to help students develop skills in reading, writing, spelling, listening, and speaking. Basic competency skills will be stressed.

Course: English II 9211AXO

Grade: 10Prerequisite: English ICredit: 1

This course is a continuation of Basic Developmental English I. Skills in reading, writing, spelling, listening, and speaking will be reviewed. Students will also prepare for the N.C. Competency Test.

Course: English III 9212AXO

Grade: 11Prerequisite: English IICredit: 1

This course is designed to help students develop the ability to write sentences and paragraphs correctly. Areas included are writing, spelling, vocabulary, grammar, figurative language, sentence meaning and reading for information and comprehension. Basic competency skills will be stressed.

Course: English IV 9213AXO

Grade: 12Prerequisite: English IIICredit: 1

This course is a continuation of Basic Developmental English III. Writing, spelling, vocabulary, grammar, sentence meaning, and reading for information and comprehension will be reviewed. Bas