Course Selection Guide

In the fall of 2003, East Wake Academy’s High School will move to a 4 by 4 Block Schedule. This will allow students to earn eight credits each year of high school. With thoughtful planning, students may access more courses in the arts, computer studies, journalism, or healthful living. They may deepen their understanding of science, mathematics, or social studies by adding additional courses in these disciplines or enrich their English studies. Because of the expanded opportunities to earn additional high school credits, graduation requirements will increase by two credits per year through 2007. The following information provides specific graduation requirements:

· 28 credits for the class of 2007 (students entering ninth grade for the first time in 2003 – 2004) and beyond.

Students at East Wake Academy must also meet established competency criteria. All students must demonstrate proficiency of computer skills through state testing. This assessment shall begin at the eighth grade. Students who complete all graduation requirements and pass the North Carolina Competency Tests receive a diploma at graduation. Students who satisfy all graduation requirements but fail the Competency Tests will receive a certificate of achievement and transcript and will be allowed to participate in graduation exercises.

COLLEGE/UNIVERSITY PREP

Course of Study Requirements

Meets the highest level of academic standards and fulfills the minimum course requirements for admission to UNC Institutions.

In March 1983, the State Board of Education initiated the North Carolina Scholars Program. In March 1990, it was revised and redesignated the North Carolina Academic Scholars Program. Again in August 2002, the State Board of Education revised the program requirements to be more consistent with graduation requirements and to promote rigorous academic study. Students who complete the requirements for this academically challenging high school program are named North Carolina Academic Scholars and receive special recognition, such as a seal attached to their diplomas.

NC ACADEMIC SCHOLARS PROGRAM

(Effective for students entering ninth grade

for the first time in 2003-2004)

English: 4 credits

English I, II, III, and IV

Math: 4 credits

Algebra I, Geometry, Algebra II and a higher level math course with Algebra II as a prerequisite.

Science: 3 credits

Biology

Earth/Environmental Science

Chemistry or Physics

Social Studies: 3 credits

World History

Civics and Economics

US History

Healthful Living: 1 credit

Language other than English: 2 credits

Level I

Level II of the same language

Career and Technical Education: 1 credit

Arts Education: 1 credit

(Dance, Music, Theatre Arts, or Visual Arts)

Electives: 5 credits

Elective credits to include at least two second level or advanced courses.

GPA: 3.5

Total: 24 credits

In the high school, a student shall carry a course load equal to the number of instructional periods in the school day, unless special permission is given to the student by the principal.

No two required English courses may be taken concurrently except in extenuating circumstances as defined by the principal.

Each student served by East Wake Academy may request any course listed in this program guide. The school has the potential offering of each course, subject to sufficient minimum student enrollment and adequate staffing and materials.

Except when approved by the principal, students are not allowed to drop a course after the first (10) ten days of school. If a student withdraws after the (10) ten-day period and an emergency situation does not exist, a failure (WF) is noted as the grade, and the course is counted as a course attempted with no quality points earned.

Students transferring into East Wake Academy’s High School from another school, private or public, a home school, or an alternative school may receive credit toward graduation for courses successfully completed in the sending school. No credit toward graduation can be earned prior to the completion of eighth grade; however, high school courses taken prior to ninth grade qualify the student for placement at the appropriate level.

Students transferring from another public school, from a charter school or from a non-public school accredited by one of the six regional accrediting associations into East Wake Academy will receive:

2. Weighted credit for a course designated by the sending school system as Honors or AP only if a comparable course is designated Honors or AP in the current East Wake Academy High School Course Selection Guide.

Upon review and approval by the principal, students transferring into East Wake Academy from a non-public school not accredited by one of the six regional accrediting associations or from a home school may receive credit toward graduation for courses successfully completed in the non-accredited, non-public school according to the following guidelines:

1. Documentation must be provided to East Wake Academy by the sending school as to the course of study the student has followed, materials used, total number of contact hours per course, and scores of any standardized tests the student has taken.

2. Grades will be recorded as “Pass” (P) or “Fail” (F) and will be identified on the transcript as non-East Wake Academy grades.

3. Grades and credits will not be included in the calculation of the student’s GPA or class rank.

To the extent possible, students who transfer into East Wake Academy in the middle of an academic year will be enrolled in courses that are similar to those in which they had been enrolled at their previous school. In the event that, due to course offerings at East Wake Academy, a student is unable to enroll in a course that is similar to one in which he or she had been enrolled, the student will be given the opportunity to enroll in an alternate course that will not result in the denial of credit to the extent practical in the school setting; for example, if the student can “catch up” in the class or perform adequately without having completed the first part of the class. Determinations of credit for transfer students will be based in a review of individual circumstances. East Wake Academy does not guarantee course credit if a student is unable to complete a course due to a transfer.

QUALITY POINTS

LETTER STANDARD HONORS AP

Report cards are issued every nine weeks. Interim reports are issued at the midpoint of the first and third nine weeks. Students who are failing or whose grade has fallen a letter grade receive an interim report, at the midpoint of the second and fourth grading periods.

Grade point averages are calculated and rounded off to three decimal places. Class rank is based on that three-decimal place grade point average. Graduating seniors who have excelled academically are recognized for their achievement.

In all courses with an End-of-Course test, the EOC shall count as 25% of the student’s final grade. In courses without an End-of-Course test, the final exam shall count as 25% of the student’s final grade.

Students entering ninth grade for the first time in 2006-2007 and beyond will be required to meet new exit standards. These students will be required to pass five End-of Course assessments and a senior project. The specific courses are: English I, Algebra I, Biology, Civics and Economics and United States History.

In addition, the East Wake Academy Board of Directors voted in May of 2006 to increase the EOC requirement for all students beginning the Fall of 2006. In order to receive credit for a class with an EOC test, the student must make a Level III or IV.

PROMOTION REQUIREMENTS

High School students shall be promoted by attaining units of credit that are earned through successful completion of specific required courses as illustrated in the following (Note: The appropriate English credit is required for promotion each year.):


9^th Grade	English I Algebra I or Geometry Earth Science World History Healthful Living (P.E.) Freshmen Academy Into. To High School Writing 1 Elective
10^th Grade	English II Geometry or Algebra II Biology Civics 4 Electives
11^thGrade	English III US History Algebra II or Pre – Calculus Chemistry Secound Language (2^nd level or above) 3 Electives
12^th Grade	English IV Pre-Calculus or AP Calculus 6 Electives

· At least 2 credits in the same language with the 2^nd or above level taken in your Junior or Senior Year.

This course introduces the elements and principles of design through an exploration of a broad range of media. Activities emphasize skills and techniques in the following areas: drawing, painting, fibers, ceramics, art history, and three-dimensional design.

Visual Arts II 54162XS 1 credit

This course offers an in-depth study of design through repeated use of art elements; i.e., color line texture, value, and shape, while expanding technical abilities. Design is taught through experiences in the following areas: drawing and painting, art history and survey, three-dimensional using materials such as wood, clay, graphics with processes involving silk screening and/or woodcuts, and fibers (loom weaving and batik).

Honors Visual Arts III 54175XS 1 credit (HN) XE "VISUAL ARTS III (HONORS) 54175A"

Students who have demonstrated advanced skill levels in visual arts are eligible to take honors level Visual Arts III. Success at the honors level requires rigorous study, excellence in design and production, and extensive knowledge of a variety of art forms. Students are encouraged to explore a variety of media, to produce experimental culturally significant works of art, and to gain an extensive knowledge of art history.

This level of advanced art involves more in-depth knowledge of processes, media, history, and the development of art. Students understand and apply all skills through a variety of media.

This course trains students in basic aspects of body movement and vocal expression. Class activities include pantomime, improvisation, individual and group presentation of oral reading, and solo and ensemble acting. The course culminates in a polished presentation before an audience.

Students explore theatre as a comprehensive performing art. The technical aspect of production including lighting, sound, makeup, property, scenic and costume design enhance the study of acting, directing, and basic theatre management. Participation in after-school rehearsals and performances is expected.

Students who have demonstrated exceptional skill levels in the dramatic arts are eligible to take honors level Theatre Arts III. Success at the honors level requires rigorous study, excellence in performance, and extensive knowledge of all areas of theatre including production and directing, and an in-depth study of a variety of dramatic literature. Participation in after-school rehearsals and performances is expected.

Students who have demonstrated exceptional skill levels in the dramatic arts are eligible to take honors level Theatre Arts IV. Success at the honors level requires rigorous study, excellence in performance, and extensive knowledge of all areas of theatre including production and directing, and an in-depth study of a variety of dramatic literature. Students are encouraged to explore a variety of theatrical styles and work with others to produce experimental culturally significant works of art. Participation in after-school rehearsals and performances is expected.

Computer Applications I 64112XS 1 credit

This course is designed to help students master skills in the areas of word processing, database management, spreadsheets, telecommunications, desktop publishing, and presentations applications. Emphasis is on data communication, Internet, and email, as well as skill development in the integration of software applications, ethical issues pertaining to information systems, and information technology careers.

This course is designed to help students master advanced skills in the areas of integrating technology devices, Internet research strategies and uses, complex desktop publishing, multimedia production, and basic web page design.

This course develops knowledge, skills and understanding related to finding, keeping, advancing in, and changing employment. Students are provided appraisal opportunities, and experiences that facilitate their abilities and interests to enable them to make wise career decisions. Places of potential employment are identified and techniques practiced in searching for employment and succeeding on the job. Students study benefits, deductions, guidelines, laws and policies they encounter in beginning a job. The also learn skills that enhance success and possible advancement on the job.

This course is designed for students interested in a study of sports, entertainment, and event marketing. Emphasis is placed on the following principles as they apply to the industry: branding, licensing, and naming rights; business foundations; concessions and on-site merchandising; economic foundations; promotions; safety and security; and human relations. Skills in communications, mathematics, psychology, and technical writing are reinforced in this course.

A survey of literary types, this course focuses on comprehension and expressive writing. Students should expect nightly homework assignments and/or compositions that reinforce classroom instruction. Writing instruction at this level focuses on mechanical correctness, fluency and structure. The student is expected to function at grade level in communication and thinking skills. The final exam is the North Carolina English I – End of Course Test.

This honors course is designed to challenge the academically advanced/gifted, highly motivated student. It concentrates on developing reading, writing, and critical thinking skills through an intensive survey of literary types and appropriate written and oral responses. The course provides a review of grammar, mechanics, vocabulary, and usage as needed. This course focuses on the development of complex thought processes, independence in learning, and creative expression through discussion and frequent writing assignments. The final exam is the North Carolina English I – End of Course Test.

This academic world literature course focuses on comprehension and informational writing. Students should expect nightly homework assignments and/or compositions that reinforce classroom instruction. Writing instruction at this level focuses on mechanical correctness, fluency and structure.

This honors course concentrates on developing reading, writing, and critical thinking skills through an intensive study of a variety of world literature and appropriate oral and written responses. . The course provides a review of grammar, mechanics, vocabulary, and usage as needed. This course focuses on the development of complex thought processes, independence in learning, and creative expression through discussion and frequent writing assignments.

This American literature course addresses reading comprehension and critical writing. Students should expect nightly homework assignments and/or compositions that reinforce classroom instruction. Writing instruction at this level focuses on mechanical correctness, fluency and structure.

Recommended Prerequisites: English II and enrollment in Interdisciplinary Studies/Paideia U.S. History

This course is based on an educational philosophy that advocates an interdisciplinary and thematic approach to teaching traditional English and Social Studies courses. In addition to the requirements for Standard and Honors English III, this course students will read, discuss, and write about both classical and contemporary American literature in a context that teaches appreciation for diversity and the develop intellectual through individualized instruction and supervised practice in all areas of reading, writing, speaking, listening, viewing, and presenting. In addition, this course will guide students in the development of an enlarged understanding of ideas and values using Socratic seminars and questioning.

This honors course is designed to challenge the academically advanced/gifted, highly motivated student. It concentrates on developing reading, writing and critical thinking skills through an intensive study of selected American literature and appropriate oral and written responses. The course provides a review of grammar, mechanics, vocabulary, and usage as needed. This college preparatory course focuses on the development of complex thought processes, independence in learning, and creative expression through discussion and frequent writing assignments.

This British literature course addresses reading comprehension and argumentative writing. Students should expect nightly homework assignments and/or compositions that reinforce classroom instruction. Writing instruction at this level focuses on mechanical correctness, fluency and structure.

This honors course is designed to challenge the academically advanced/gifted, highly motivated student. It concentrates on developing reading, writing, and critical thinking skills through an intensive study of selected British literature and appropriate oral and written responses. The course provides a review of grammar, mechanics, vocabulary, and usage as needed. This college preparatory course focuses on the development of complex thought processes, independence in learning, and creative expression through discussion and frequent writing assignments. Homework is a reinforcement and extension of classroom instruction.

Graduation Project is a required assignment for completion of English IV. This project combines student interests with academic by incorporating real-life goal setting, problem solving, and critical-thinking skills. The project fosters self-directed, life-long learning and time management skills needed in the real world. In additional, Graduation Project supports elements of the North Carolina Standard Course of Study for English Language Arts and is being endorsed as a statewide graduation requirement.

Components of Graduation Project: 1. Research paper (4-6 pages) (Committee approved)

Elective English Courses

In this course, students produce expressive, informational, argumentative, critical and literary writing as background for all high school English classes. The writing process, with emphasis on revising/editing, is modeled. In addition, students build grammar skills to apply in their writing.

This course will focus on film adaptations of classic literature. Students will be expected to read several classic novels, view showings of films, take part in discussions of the texts and films, and write related essays.

Public Speaking/Communication Skills 10142XS 1 credit

In this course, students lean how to present informative, communication, develop listening skills, and build self-confidence, they learn to reduce the stress involved in presenting ideas in an open forum. In this comfortable class setting, students are supported and encouraged to excel as they prepare and present speeches for the class audience.

This introductory yearbook course offers the student total involvement in production of the school yearbook. Activities include advertising, layout planning, photography, copy writing and proofing.

The second-level yearbook course is designed to help students refine their skills in copywriting, proofing, photography, and layout planning. Students deepen their understanding of advertising.

This honors course is for junior- and senior-level publication staff members. Students are required to fill an editor’s position or take leadership role on the publication staff. Students plan a yearbook ladder, complete various spreads and assignments, copy edit, and complete a portfolio of work. They master advanced layout and design of desktop publishing, digital imagery, and photo placement. Students may receive honors credit in this course one time only.

Students who have complete Newspaper I and II and who desire to refine skills in planning, layout, and technology may elect this course. In addition to development of higher level writing skills and business management procedures, students enhance their knowledge of the laws and ethics of journalism.

This honors level course provides journalism students the opportunity to expand their portfolios (begun in Yearbook II Honors) and to develop and deliver training modules for all staff positions. Students electing this course are required to fill an editor’s position or take a leadership role on the yearbook staff. In addition, they increase technological skills and refine writing skills. Students may receive honors credit in this course one time only.

Recommended Prerequisites: Recommendation of current high school English or Journalism teacher

This course focuses on the basic elements of journalistic writing and layout. Students who elect to take the course should be genuinely interested in developing journalistic skills and becoming an active member of the school’s publication staff. Student responsibilities include selling advertising, conducting interviews, writing stories, designing pages, proofreading copy, and distributing the newspaper.

Recommended Prerequisites: Completing of one semester of Journalism; submission of an application and approval of journalism teacher

Students in Journalism II will build on the skills and knowledge they developed in Journalism I by continuing to write articles for the student newspaper and to design newspaper pages. These levels of journalism will distinguish themselves from the first level of the course through more demanding requirements of students’ time, leadership and expertise. Students will not only contribute to the paper but will lead the class in determining content of the paper. They will not merely receive and apply information, but will teach Journalism I students basic skills while building their own skills. Learning goals for the course include: work within the guidelines of ethical and responsible journalism; sell advertisements in a professional manner; contribute to the publication of a student newspaper; write stories on a variety of topics in journalistic style; utilize technology in the process of publishing a student newspaper; analyze writing techniques in various journalistic publications. Recommended positions: Editor-in-Chief, Production Manager, Business Manager, News, Sports, and In-depth Editors

This course will emphasize the skills required by students to be effective debaters. Students will learn the basics of debate, both historical and theoretical. Students will become efficient in all areas of debate: oral, interpretation, dramatic interpretation, impromptu, extemporaneous, Lincoln-Douglas, cross-examination, humorous interpretation, and other forms. Students will also study the history of political debate and participate in a mock campaign and election. In addition, this course will prepare students for their oral presentation requirement of the Senior Project.

Students study basic grammatical structures and vocabulary and use them in listening, speaking, reading, and writing activities at the beginning level. Topics include the present tense, preterit tense, agreement and placement of adjectives, definite and indefinite articles, numbers, basic adjectives, common prepositions, telling time, basic foods, forming questions, demonstrative adjectives, weather expressions, the calendar, basic idiomatic expressions, and the culture of the Spanish-speaking world.

This course is for the student who has successfully completed Spanish I. Students review topics covered in Spanish I, while studying more complex grammatical structures and additional vocabulary to use in listening, speaking, reading, and writing activities. Grammatical topics include the future tense, conditional tense, imperfect tense, subjunctive mood, formation of adverbs, object pronouns, reflexive verbs, and relative pronouns, sequence of tenses, and comparatives and superlatives.

This course is for the student who has successfully completed Spanish II. Emphasis is on increasing aural-oral skills through reading, writing and conversation. The basic principles of Spanish grammar are reviewed. The student’s knowledge of cultures and lands where Spanish is spoken is broadened through readings and audio-visual materials. Acquiring an active vocabulary is still a goal.

This course is for the student who has successfully completed Spanish III. It is intended to increase the level of comprehension and conversational skills. Oral proficiency is stressed by means of interpretation of events, analysis of literature, dialogues, discussions, and debates. Students read literary works in prose, poetry, and drama to develop analytical skills. Advanced grammatical structures are utilized in the writing of poetry, essays and reports.

The student studies the five chief areas of Latin: grammar, reading, writing, vocabulary, and culture. The student increases his understanding of present-day English through the study of Latin and ancient Roman culture.

This course is designed for the student who has successfully completed Latin I. The student studies the same five areas of Latin I but on a more advanced level. Activities include reading for comprehension and analysis of the Latin sentence as it relates to English composition. The student reads selected Latin authors in their original form.

This course is designed as an introduction to the study of American Sign Language and the world of the deaf. Students will become familiar with both expressive (signing) and receptive (seeing and understanding) sign language and finger spelling. Students will develop skills to communicate at a basic level in American Sign Language. Basic conversational skills, emphasizing vocabulary and pragmatics will be covered. The course also includes information on the social, cultural, and educational implications of deafness. Completion of American Sign Language I and II fulfills the second language requirement for college admission to the UNC system.

This course is a continuation of the study of American Sign Language and the world of the deaf. Students will begin to develop proficiency with both expressive (signing) and receptive (seeing and understanding) sign language and finger spelling. Conversational skills, emphasizing vocabulary and pragmatics will be emphasized. The course continues to examine the social, cultural and educational implications of deafness. Completion of American Sign Language I and II fulfills the second language requirement for college admission to the UNC system.

Healthful Living I 901112XS 1 credit

The Healthful Living Curriculum is designed to help individual develop proactive health promoting behaviors. Students develop the knowledge and skills that empower them to identify and manage health behaviors related to stress management, self-protection, interpersonal relationships, nutrition/weight management, substance abuse, family life, CPR, and first aid. The physical education component stresses lifetime sports, gymnastics, cardiovascular fitness, and dance skills. Students have the opportunity to demonstrate acceptable levels of health-related fitness and to develop the knowledge and skills to implement their own personal fitness program. Completion of this course is required to meet the North Carolina High School graduation requirements.

Physical Fitness 901542XS 1 credit

This course focuses on intense training for the purpose of improving physical fitness through strength training, cardiovascular conditioning, flexibility exercise, speed training, polymerics, and diet and nutrition. Students are tested periodically in the above areas. Students are required to participate five days per week. This course cannot be taken more than twice.

Recommended prerequisite(s): Healthful Living I, Biology, and sponsoring teacher recommendation

This course offers an in-depth focus on first aid, safety, and emergency response. Students will be certified in Community First Aid and Safety (Adult/Child/Infant CPR and basic first aid are the main components) this course would be beneficial to students interested in “First Responder” and safety careers. This is a good foundation course for students wishing to explore careers in the health and medical field.

The primary focus will include, but not be limited to, the following topics: injury prevention, Nutrition, Psychology of injury/illness, mechanisms and characteristics of trauma, human anatomy, biomechanics, kinesiology, CPR / blood borne pathogens, injury assessment, environmental concerns, basic exercise rehabilitation, drug use/abuse. Classroom instruction involves the mechanics of athletic injuries, conditioning and training, prevention of injuries, care of equipment, legal implication, and reconditioning, and training room procedures. Students may be required to engage in practical experience outside of class for the purpose of applying knowledge and techniques learned in class. For this reason, any student interested should be free to attend athletic practices and events.

Prerequisite(s): Healthful Living I, interview, and 2 sponsoring teacher recommendations.

The course is designed for students interested in serving as physical education aides to elementary classroom teachers. Special training in the area of elementary physical education is given to each student prior to working in the schools. Students will be trained in classroom management; development of physical activity lessons, conflict resolution skills, and providing lessons aligned to the Physical Education goals in the North Carolina Standard Course of Study. This course is designed for students interested in careers related to teaching or recreation leadership.

COURSE	No. Of Credits
English English I, II, III, & IV (or Honors)	4
Mathematics Algebra I, Geometry (or Honors), Algebra II (or Honors), and Honors Pre-Calculus or a higher level course for which Algebra II is a prerequisite.	4
Science Biology (or Honors) Earth Science (or Honors) Chemistry (or Honors)	3
Social Studies World History (or Honors) Civics and Economics (or Honors) US History (or Honors)	3
Second Language Two credits in the same language (With at least one class during last 2 years).	2
Computer Skills A specific course is not required. Students must demonstrate proficiency of computer skills through state testing.
Healthful Living Education Healthful Living I	1
Electives	11
Students must complete a Senior Project and pass EOC’s in Eng. I, Alg. I, Biology, US History and Civics.
TOTAL CREDITS NEEDED	28