2021 - 2022

West Ashley High School

Program of Studies
Grades 9 - 12

Revised April 2021

 West Ashley High School
4060 W. Wildcat Blvd.
Charleston, SC 29414

Location Telephone Fax

Main Office (843) 573-1201 ext. 6530702 (843) 573-1223

Attendance (843) 573-1201 ext. 6530703 (843) 556-7848

School Counseling Dept. Office (843) 573-1201 ext. 6530717 (843) 573-1227

Administration
Principal
Ryan Cumback

Associate Principal
Nicholas Reece

Assistant Principals
Jason Aldridge
Andrew Brandt
Carol Meriwether
Tristan Robinson
Kalila Wilson

School Counseling Dept. Director

Eyamba Williams

School Counselors
Winifred Caetta
Melissa Estes
Nicole Johnson
Rebecca Kyzer
Perry Metz
Mary West

It is the policy of the Charleston County School District not to discriminate on the basis of race as required by Title VI of the Civil Rights Act of 1964, on
the basis of sex as required by Title IX of the 1972 Education Amendments, or on the basis of handicap as required by Section 504 of the Rehabilitation
Act of 1973; Individuals with Disabilities Education Act, PL 101 - 476; and other Civil Rights Laws.

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 Course Descriptions
West Ashley High School’s Program of Studies has been prepared for students, parents, teachers, and school counselors.
Please review this information carefully.

Students will receive individual advice from school counselors to help them make appropriate course selections. In some
cases, academic recommendations are necessary from the student’s teachers prior to the conference with their school
counselor.

Each student’s academic advisor and teachers should also serve as resources for advice and help in making course
selections and the process for registering for classes.

Students should take seriously the selection of courses for the next school year and choose a course of study based on
their individual goals and abilities.

In addition to reviewing the South Carolina requirements for a high school diploma, students should also review the
minimum requirements for admission to South Carolina public four-year colleges and universities as specified by the South
Carolina Commission on Higher Education.

Students’ elective course choices are very important and should be made in alignment with their college and career goals.
Students are encouraged to complete a major of four elective courses based on their long-term occupational goals. The
Curriculum Framework provides an outline of the schools of study, clusters, and majors available at West Ashley High
School. The Curriculum Framework will be used as part of the course selection process.

Many colleges and universities are highly selective in their admissions. West Ashley High School students are encouraged
to select a rigorous course of study and enroll in higher level courses as much as possible.

Although school counselors are available for academic advising, students and their parents are responsible for making
certain that the student’s academic plan meets the requirements of both the intended diploma and post-secondary school
of choice.

A rigorous senior year of study is an expectation of many colleges and employers. West Ashley High’s seniors are
encouraged to select challenging courses and to consider advanced placement and dual credit options. Seniors should also
consider courses which can lead to industry certification and employment.

The courses which students select are the basis for the employment of teachers and the development of the master
schedule. Any request for a schedule change should be made by the third day for a quarter class and the fifth day for a
semester class.

Disclaimer: West Ashley High School makes every effort to ensure that the information in this Program of Studies is
informative and accurate. However, new statutes and regulations may impact, negate, or change the implementation of
the programs and/or courses described. This Program of Studies should in no way be seen as a contract but as a guide for
students as they move through their high school years. This Program of Studies contains information current as of January
3, 2020. As state and district policies and regulations are revised, updated information will be available in the West Ashley
School Counseling Office. Some courses in this Program of Studies may not be offered due to lack of enrollment.

West Ashley High School Mission Statement

The mission of West Ashley High School is to encourage, educate, and empower every student to become a confident,
self-directed, lifelong learner who values diversity and possesses the tools for academic, social, and personal achievement.

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 2021 - 2022 Course Descriptions and Registration Guide
South Carolina High School Diploma Requirements
In order to receive a state high school diploma, the student must have attended the high school issuing the diploma for at
least the semester immediately preceding graduation except in the case of a bona fide change of residence to a location
where the sending school will not grant the diploma.
Based on State Law, requirements to receive a South Carolina High School Diploma (graduation requirements) for students
in grades 9-12 are prescribed as follows:

Subject Area Credits Needed

English Language Arts* 4

Mathematics* 4

Science* 3

United States History and Constitution* 1

Economics and Personal Finance ½

United States Government ½

Other Social Studies Elective 1

Physical Education or Junior ROTC 1

Computer Science** 1

World Languages*** 1

Or

Career and Technology Education 1

Total Core Units 17

Electives:
7
(must include Comprehensive Health****)

Total Credits 24

*All students must take End-of-Course Examinations in order to meet graduation requirements set by the State Board of
Education in the following courses: English 1, Algebra 1 (or Intermediate Algebra), Biology, and US History.
**All students must earn one unit of credit in Computer Science. A unit of credit applied toward the Computer Science
requirement may not be used to meet the Mathematics requirements or the Career and Technology Education
requirements.
***Students in a College Preparatory Program must earn one unit in a World Language. Many colleges and the South
Carolina Department of Education recommend that college bound students earn 2 - 3 units in the SAME World Language.
If a student does not plan to enter college, one unit in Career and Technology Education beyond the Computer Science
unit must be earned.

****A unit of study which meets the Comprehensive Health Requirement must include a course completed by the student
prior to graduation such as Personal Health and Wellness.

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 Computer Science Graduation Requirements
A unit of credit applied toward the Computer Science requirement may not also be used to meet the Mathematics
requirements or the Career Technology Education requirements for graduation.

The following courses may count as a Computer Science credit beginning the 2019-2020 Academic Year:
● Advanced Animation
● Advanced Computer Operating Systems
● Advanced Computer Repair and Service
● Advanced Cyber Security
● Advanced Networking
● Advanced Web Page Design and Development
● AP Computer Science A
● AP Computer Science Principles
● Computer Science Discoveries
● Computer Forensics
● Computer Operating Systems
● Computer Programming 1 (1 with C++, JAVA, or Visual Basic)
● Computer Programming 2 (2 with C++, JAVA, or Visual Basic)
● Computer Repair and Service
● Cyber Security Fundamentals
● Database Design and Programming with SQL
● Database Programming with PL/SQL
● Exploring Computer Science
● Foundations of Animation
● Fundamentals of Science and Technology
● Fundamentals of Web Page Design and Development
● Game Design and Development
● GIS 1
● GIS 2
● IB Computer Science SL, HL-1 or HL-2
● IT Fundamentals
● Java Fundamentals and Java Programming
● Networking Fundamentals
● PLTW Computer Science A
● PLTW Computer Science Principles
● PLTW Cybersecurity
● PLTW Introduction to Computer Science
● PLTW Principles of Engineering
● SAS Programming 1
● SAS Programming 2

Overview of Course Offerings

The Program of Studies is designed to provide all students with a wide variety of challenging courses in all curricular areas.
Schools must prepare students to succeed in the global economy of the 21st Century. Students must acquire academic
knowledge, technical skills, problem solving abilities, and teamwork techniques. This Program of Studies provides the
opportunity for students to prepare for post-secondary education or to apply their skills in the workplace. Students select
among courses appropriate for their career plans. Career guidance and counseling is provided to all students to assist
them in selecting courses that will prepare them for future career options.

Any course taken for credit outside of the traditional school setting must be approved by the principal prior to enrollment
in the course.

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 South Carolina End-Of-Course Examinations
After completion of the following courses, the State of South Carolina mandates an end-of-course examination:
● Algebra 1 / Intermediate Algebra: (exam must be attempted by year 3 of their high school career)
● Biology 1: (exam must be attempted by year 2 of their high school career)
● English 1
● English 2
● U. S. History and Constitution

Scores for these examinations will count as 20% of each student’s overall grade in that course.

Work-Based Learning
The Charleston County School District’s Work-Based Learning Program is a structured program that extends academic and
career and technology coursework beyond the classroom. This program is designed to provide students with broad-based
instruction in workplace expectations and training in their identified competencies related to their career goals.

Guidelines for Registering

All West Ashley High School freshman, sophomores, and juniors must register for eight units of high school credit.
Students must make an alternate course selection for each elective course. Seniors are required to enroll in a minimum
of 7 credits. Students and parents should exercise good judgment in selecting alternatives, for these will replace any
selected elective courses without further consultation with students or parents.

All English courses must be taken in sequence (1, 2, 3, and 4) with only one required English per year unless a course is
being repeated. Placement in ninth grade Mathematics and Science courses is determined by the level of Mathematics
achieved at the end of the eighth grade.

Placement in all other classes will be determined by grades, test scores, and teacher recommendations; students should
not register for courses for which they are not prepared. It is very important to understand that each course begins at an
expected level of student ability and performance.

Students are reminded that once school begins a change in course level may be impossible due to the lack of space in the
course(s) to which they wish to move or limitations in rearranging other courses in the student’s schedule. In such cases,
the student is required to remain in the course originally chosen.

Availability of Classes
Decisions on course offerings are dependent upon student enrollment and teacher staffing. West Ashley High School
reserves the right to cancel or eliminate courses for any given school year. If the administration decides to cancel a course
due to low student enrollment or lack of teachers, the student’s alternate choice will be used. If that course is also not
available, the student will be consulted to make a new selection. If the student cannot be reached, his/her administrator
or counselor will make the choice.

Grade Classification
Grade classification is determined only at the beginning of the school year.

Grade 9
In order to be classified as a ninth grade student, the individual must have met the requirements of the Grade Eight
Promotion Standards.

Grade 10
In order to be classified as a tenth grade student, the individual must have completed six units which include:
● One unit in English 1
● One unit in Mathematics

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Grade 11
In order to be classified as an eleventh grade student, the individual must have completed twelve units which include:
● One unit in English 1
● One unit in English 2
● Two units in Mathematics
● One unit in Science
Students in the third year of high school will be administered the ACT or SAT and WorkKeys Assessments.

Grade 12
In order to be classified as a twelfth grade student, the individual must have completed eighteen units which include*:
● One unit in English 1
● One unit in English 2
● One unit in English 3
● Three units in Mathematics
● Two units in Science
In addition, the student must be enrolled in all other units, required and elective, needed to complete the graduation
requirements.

*If a fourth-year student who has sixteen units and is enrolled in coursework which would allow him/her to complete the
twenty-four units needed for a South Carolina High School Diploma within the school year, the student will be designated
as a senior. However, designation as a senior is not a guarantee that graduation requirements will be successfully met.

College Credits While in High School

West Ashley High School students may also obtain college credits through the following programs:
Advanced Placement Courses are designed for students ready for college level academic work. This program is operated
by a national organization, the College Board, which defines course curriculum, provides teacher training, and administers
a national standardized examination for each course. Students who miss the administration of the AP exam or choose to
not take the exam will be assessed a fee for non-administration.

By South Carolina regulation, students enrolled in an Advanced Placement course funded by the State MUST take the
Advanced Placement examination administered by the College Board. Most colleges award college credit to students
who earn at least a rating of “3” out of a possible “5” on the examination while others require a score of “4” or “5”. Some
colleges require successful completion of Advanced Placement courses for admission to the college and do not award
credits toward a college degree. Parents and students are advised to check with colleges for details. The student’s grade
for a high school Carnegie unit will be based on the teacher’s course grades. The course grade will receive an additional
weight of 1.0 on the South Carolina Uniform Grading Scale.

Dual Credit Courses, whether they are taken at the high school where the student is enrolled or at a postsecondary
institution, are those courses for which the student has been granted permission to earn both Carnegie units (high school)
and college credit. Individual students only with the advanced approval of the principal or designee may receive dual
credit for courses taken from a college. Only courses applicable to baccalaureate or associate degrees offered by
accredited institutions in South Carolina may be accepted. College courses which meet these criteria and are offered via
distance learning or on the internet also qualify. Students must receive prior approval for each term and course taken as
dual credit. If prior approval is not sought, a student risks the DE course not being added to their high school transcript
and not being calculated into their high school GPA. Please see your school counselor for a dual credit approval form
before enrolling in any new course taken for the course to be added to the high school transcript.

Participating students receive high school Carnegie units toward high school graduation and also receive college credit
from the cooperating college. A three-hour college course shall transfer as a 1.0 Carnegie unit at the high school. These
courses receive an additional weight of 1.0 on the South Carolina Uniform Grading Scale. Tuition, books and other college
course fees shall be at the expense of the student or his/her parents or legal guardians. These courses receive an
additional quality point weight of 1.0 on the South Carolina Uniform Grading Scale. Dual credit college courses will be
offered on the West Ashley High campus through a special arrangement with Trident Technical College and the College
of Charleston. Fees may be associated with Dual Credit courses.

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Families are encouraged to verify with the College/University financial aid office for fees and supplies for the Dual credit
course.

Students are responsible for verifying any college’s acceptance of credits earned as dual credit. Enrollment in a dual
credit course does not guarantee college acceptance.

Students are strongly encouraged to take core academic courses towards high school graduation requirements within the
high school due to the rigor and relevance of the high school program. Due to any potential or anticipated scheduling
conflicts, students can be granted permission to take core academic courses towards high school graduation requirements
as part of a Dual Credit or Virtual School Program.

The Teacher Cadet Program is a college level dual credit course intended for students interested in pursuing a career in
education. Opportunities are provided for students to gain factual information about teaching as a profession as well as to
observe and experience teaching activities in various school settings.

Students are responsible for verifying any college’s acceptance of credits earned for Teacher Cadet. Enrollment in the
course does not guarantee college acceptance.

Attendance / Denial of Credit

Attendance is a requirement for promotion and/or credit. Students must attend at least 120 hours to receive credit for any
1.0 credit class.

Notes for Absences

According to South Carolina State Law and Charleston County School District, it is a parent or guardian's responsibility to
make sure your child attends school regularly. Failure to comply with this law may result in denial of credit, referral to the
Department of Social Services or Family Court. All absences require a written explanation from a parent or guardian within
three (3) school days of return from the absence. After three (3) days, only legal documentation (medical, court, DJJ) is
accepted. Providing appropriate documentation for an absence is crucial in determining if credit for a class can be
awarded or denied.

Early Sign-Outs
Students shall not be released within the final 30 minutes of the school day unless the principal or designee determines
that it is an emergency. Students must be signed out by their legal parent/guardian or someone listed on their school
documents. State issued identification is required from anyone signing a student out and the student must be signed out.
It is against our school policy to release a student via telephone or email. A parent/guardian may send a note to school
with their child allowing permission for them to be dismissed early. Notes to leave early must be taken to the attendance
office before 1st period is over. The school will verify permission to leave early notes.

Incompletes
A teacher may give a grade of “incomplete” during the course of the school year if, in the teacher’s professional judgment,
an extension of time to complete course expectations is appropriate due to extenuating circumstances such as a
documented illness or a death in the immediate family.

The teacher, student, and parent may develop and sign a contract for completion of the course which will not extend
beyond the end of the next semester or the conclusion of the school year. The principal must approve the contract and it
is at the principal’s discretion to approve any extension of the contract. The student’s incomplete grade will be reported as
an “I”. Once the work has been completed, the teacher will authorize the appropriate change in grade by completing the
Charleston County School District Post Marking Period Grade Change Form. If the work is not completed within the agreed
upon time, the incomplete grade will be valued as a 51 or the student’s average without the completed work, whichever is
lower, and this numerical grade will be included in the student’s grade point ratio. All final grades are numerical. An
incomplete (I) cannot be a final grade.

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 Early Graduation
Course requirements are outlined for each grade level. Early graduation will be considered on an individual basis after the
principal receives a written request from the parent(s) and student detailing reasons for the request which should be
discussed with the student’s school counselor. An early graduation application and essay is required to process the
request. Early graduation mid-year may result in loss of S.C. lottery-based scholarship. Early graduation students who
complete mid-year do NOT receive class rank calculation. Commencement exercises will be held only at the end of the
school year. Students are encouraged to take advantage of dual credit and other curriculum opportunities that will better
prepare them for further studies and employment.

Late In / Early Out

The first priority given in course scheduling is to make certain that all students receive the strongest academic preparation
possible. Seniors who are college and/or career ready will be considered for eligibility for a Late-In or Early-Out second
semester assuming they are in good academic and behavioral standing. A Late-In or Early-Out will be considered only after
all other courses are scheduled.

Schedule Changes
Students are urged to consider their course selections carefully during registration. Teacher assignments, course offerings,
and class sizes are determined from registration information. The master schedule is developed based on course requests
in the spring.

Students may request changes for the following reasons:

● A student has already received credit for the course.
● A student has failed a course and needs to repeat it.
● A student has not passed the prerequisite for the next course.
● A student has previously failed with a teacher and space is available in another section.
● A student does not have a full schedule.
● A student needs a CTE course for completer status.
● The administration determines a level change is necessary based on the recommendation of the teacher.
● The administration dissolves or creates a new section of a course due to scheduling constraints.

Please note the following with regard to schedules:

● Choice of teachers cannot be honored.
● Schedules cannot be changed to accommodate jobs before or after school.
● Schedules will not be rearranged to accommodate requests for Late Ins or Early Outs
Change of course selections may adversely affect eligibility for interscholastic competitions including athletics.
Student-athletes should consult with the athletic director prior to making schedule changes.

Transfer Students into Charleston County

When a student transfers into Charleston County School District, the school counseling staff at the school analyzes the
student’s transcript. Most courses will be comparable to courses offered in Charleston County. District course numbers
may be used when entering the data from the transcript. See Appendix A for transfer credit procedures.

In all transfers when a student is moving to the next level of instruction (i.e. transferring in French I and enrolling in French
2), the school may enroll the student in the higher level course and, if the student is unsuccessful, move the student back
to repeat the transferred course as an audit. The grade transferred will remain on the student’s record. Schedule changes
require administrative approval and decisions should be made only after consultation with the teacher, student, and
parent(s).

Transfer Students
High school schedules and course offerings vary from high school to high school both within Charleston County School
District and from school district to school district.

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Parents and students are cautioned that it may not be possible to transfer all credits for courses in progress from one
school to another if the student transfers during the middle of a school year. The difficulty in transferring credit increases if
the move occurs during the semester. Every effort will be made by the receiving high school to evaluate a student’s
transcript and move the student into the schedule with minimal disruption to the student’s plan of study. Courses
transferred from another South Carolina public school will be transferred with the grade and weight awarded by the
sending school.

Converting Grades on Transcripts

When transcripts are received from accredited out-of-state schools, Non-Public Schools (or in-state from accredited
sources other than the public schools) and numerical averages are provided, those averages must be used in transferring
the grades to the student’s record.

If the transcript displays letter grades with no numerical averages, this conversion will apply:

A = 95

B = 85

C = 75

D = 65

F = 50

If the transcript indicates that the student has earned a passing grade in any course in which he or she had a numerical
average lower than 60, that average will be converted to a 63 numerical grade on the new scale. See State Board of
Education Regulation 43-273 for complete information on transfers and withdrawals. The criterion for accepting
transcripts from home schools is a local decision.

Pass (P) Fail (F) Grades

If the transcript shows that the student has earned a grade of P (passing) or F (failing), that grade will be converted to a
numerical designation on the basis of information secured from the sending institution as to the appropriate numerical
value of the P. If no numerical average can be obtained from the sending institution, as to the appropriate numerical value
of the “P” or the “F.” If no numerical average can be obtained for the “P,” an earned credit will be awarded and follow UGP
Administrative Procedures for entering a “P” on the transcript. If no numerical average can be obtained from the sending
institution on the “F,” an “NP” will be entered on the transcript following UGP Administrative Procedures.

NOTE: A student transferring in from a High School League member school without a bona fide change of address would
have to sit out one full academic school year before being eligible to participate on an athletic team. For complete
information on transfer rules and regulations, please visit the High School League website at [Link].

Virtual SC Program
Virtual SC (formerly South Carolina Virtual) is a free, state-sponsored program which is an effective online learning
opportunity for students. Online courses provide an effective alternative for motivated students to meet graduation
requirements, resolve scheduling conflicts, as a homebound option, and to recover credit. They also provide a flexible
option for students who require an alternative setting.

Enrollment in any virtual course must be approved by the principal or a school counselor. Registration information, dates
and deadlines and course offerings can be obtained by visiting [Link] All virtual school courses not taken
through an approved program at the home school must be taken through Virtual SC. Please note that if a student has
space in their schedule and the course is offered at West Ashley High School, the student will enroll in the course at West
Ashley High before VirtualSC.

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 Commencement Exercises
Only those students who meet all requirements for graduation may participate in the commencement exercises held at
the end of the school year.

Failure to complete graduation requirements will prohibit participation in commencement exercises. The school is not
responsible for announcements, caps and gowns, or other graduation paraphernalia for those students who do not
complete requirements.

Certificates
South Carolina Certificate of Attendance: This certificate is awarded to students who have completed the required units
for the State High School Diploma but have failed any part of the South Carolina Exit Examination.

Charleston County School District Certificate of Achievement and the Charleston County School District Occupational
Credential: These certificates are awarded to exceptional education students whose handicapping conditions may limit
achievement in one or more academic disciplines but who complete a program of studies as specified in their Individual
Education Plans.

Awards
For all State awards, only those students who are candidates for a South Carolina High School Diploma will be included in
the calculation of class rank. Students in the Charleston County School District may receive the following awards:

Charleston County School District Board Scholar Certificate

This certificate is awarded to graduating seniors based on GPA calculated at the end of the third nine weeks grading
period. A student must achieve a four-year GPA of 4.25 or better on the South Carolina Uniform Grading Scale with no
rounding up or down. All completed courses are used in the calculation. No “in-progress” courses will be calculated.

Selection of Honor Graduates

To be named first or second honor graduate a student must, at a minimum:
1. Have been enrolled in the school for the entire junior and senior years; and
2. Have the highest GPA in the senior class after third quarter grades are posted and after dual credit courses taken
in the Spring semester of the senior year are posted to the transcript and calculated into the GPA.
In the event two or more students tie, the students will share the honor. Class rank calculation will apply only to students
who receive a South Carolina High School Diploma.

Interscholastic Activity Eligibility

Eligibility for Activities
The South Carolina High School League has implemented academic standards for any student who wishes to participate in
interscholastic activities and competition. Students must earn passing grades to qualify to play sports, participate in band,
or participate in other competitive activities between high schools.

Interscholastic Athletic Activities

To participate in interscholastic athletic activities, students in Grades 9-12 must achieve an overall passing average in
addition to the following:
1. To be eligible in the first semester a student must pass a minimum of five Carnegie units applicable toward a high
school diploma during the previous year. At least two units must have been passed during the second semester or
summer school.
2. To be eligible during the second semester the student must meet one of the following conditions:
a. If the student met first semester eligibility requirements then he or she must pass the equivalent of four,
½ units during the first semester.
b. If the student did not meet first semester eligibility requirements then he or she must pass the
equivalent of five, ½ units during the first semester.
3. Students must satisfy eligibility requirements in the semester preceding participation. Credits earned in summer
school approved by the State Department of Education may apply for first semester eligibility. A maximum of two

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 units per year may be used.
4. A maximum of two credit recovery units may be used toward eligibility, to include the two units presently allowed
in summer school. The course would have to be accepted by the State Department of Education for graduation
and accredited by a certified teacher in that field. To be eligible for recovery credits, the student must have
received a minimum grade of 60.

The NCAA and NCAA Eligibility Center

The National Collegiate Athletic Association (NCAA) serves as the athletics governing body for more than 1200 colleges,
universities, conferences, and organizations. The NCAA Eligibility Center certifies the academic and amateur credentials for
all college-bound student-athletes who wish to compete in NCAA Division I or II athletics.

Questions regarding NCAA eligibility should be directed to the athletic director or a school counselor. Information
pertaining to the NCAA, can be found at [Link] Students are responsible for ensuring NCAA eligibility
and should go to the above website to obtain a copy of the NCAA Guide for the College-Bound Athlete.

The NAIA and NAIA Eligibility Center

The NAIA is a community of nearly 300 member colleges and universities, 60,000 student-athletes and an environment
that focuses on athletic participation as one part of the total education process. The NAIA Eligibility Center is responsible
for determining the NAIA eligibility of first-time student-athletes.

Questions regarding NAIA eligibility should be directed to the Athletic Director or a school counselor. Information
pertaining to the NAIA, can be found at [Link]. Students are responsible for ensuring NAIA eligibility and should go
to the above website to obtain a copy of the NAIA Guide for the College-Bound Student-Athlete.

Grading Policy, Grade Ratio and Class Rank

Grade Changes
Grades can only be changed on a grade card, transcript or permanent record if the Post-Marking Period Grade Change
Form is used, the form contains all required signatures, and the form is filed in the student’s permanent record.

South Carolina Uniform Grading Scale

As required by State law, the South Carolina Uniform Grading Scale is in effect for all students.

Letter Grade S. C. Uniform Grading Scale

A 90 – 100

B 80 – 89

C 70 – 79

D 60 – 69

F 59 or below

All grades will be interpreted for all purposes using the South Carolina Uniform Grading Scale. Numerical grades will
appear on the report card.

Course Audits
A grade of “audit” (AU) may be given if a student attends a class with no expectation of receiving credit. A student who
transfers to a high school late in the semester may be added to a course for audit. The (AU) will be reflected on the high
school transcript.

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Withdrawing from a Course
With the first day of enrollment in the course as a baseline, students who withdraw from a course within three days in a
45-day course, five days in a 90-day course, or ten days in a 180-day course will do so without penalty.

Students who withdraw from a course after the specified time of three days in a 45-day course, five days in a 90-day
course, or ten days in a 180-day course shall be assigned a WF, and the WF (as a 50) will be calculated in the student’s
overall grade point average. The three-, five-, and ten-day limitations for withdrawing from a course without penalty do
not apply to course or course-level changes approved by the administration. Course level changes are not granted beyond
the quarter term.

Students who dropout of school or are expelled after the allowed period for withdrawal but before the end of the grading
period will be assigned grades in accordance with the following policies:
● The student will receive a WP if he or she is passing the course. The grade of WP will carry no Carnegie units and
no quality points will be factored into the student’s GPA.
● The student will receive a WF if he or she was failing the course. The grade of WF will carry no Carnegie units but
will be factored into the student’s GPA as 51.

If a student fails a course due to excessive absences, a FA will be recorded on his or her transcript. The grade of FA will
carry no Carnegie units but will be factored into the student’s GPA as a 50.

Retaking a Course
Any student may retake a course at the same level of difficulty if the student has earned a D, P, NP, WP, FA, WF or an F in
that course. If the same level course is not accessible, the course may be retaken at a different level of rigor. A student
who has taken a course for a unit of high school credit prior to the ninth grade year may retake the course at the same
difficulty level regardless of the grade he or she has earned. Retaking the course means that the student completes the
entire course again (not a subset of the course such as through credit recovery). If the course being retaken has an EOCEP,
the EOCEP must be retaken. All course attempts from middle and high school will show on the transcript. Only one course
attempt and the highest grade earned for the course will be calculated in the GPA.

A student who retakes a high school credit course from middle school must complete it before the beginning of the
second year of high school or before the next sequential course (whichever comes first). A student in grades nine through
twelve must retake a course by the end of the next school year or before the next sequential course (whichever comes
first). For all grade levels, all courses will remain on the transcript. However, only the highest grade will be used in figuring
the student’s GPA.

South Carolina Uniform Grading Policy Weights for Class Rank,

Life Scholarship Qualification, and All Other Purposes
Honors credit may be earned only for courses that have published syllabi that establish higher standards. Honors credit
may be awarded at all levels of English, Science, Mathematics, and Social Studies but only for the third and fourth levels in
a course sequence in other content areas.
● Honors/pre-IB - add .5 quality points
● Dual Credit/Advanced Placement (AP)/International Baccalaureate (IB) - add 1.0 quality points
● GPA - calculated as an average of quality points

The formula will yield the student’s GPA that can be ranked from highest to lowest rank in class. The GPA will be calculated
to three decimal places. All diploma candidates will be included in the ranking. Students who tie for a rank will share the
rank.

Grade Point Average will be calculated using the following formula: GPA = Sum (quality points x units attempted)
Sum of units attempted

12
 Example
Student A Grade Quality Points Unit
English 1 CP 91 4.1 1.0

Algebra 1 CP 87 3.7 1.0

Physical Science CP 94 4.4 1.0

World Geography Honors 83 3.8 1.0

Physical Education CP 92 4.2 .5

French 1 CP 84 3.4 1.0

SUM 5.5

Computation (quality points x units) of GPA:

Course Name Quality Points Unit Quality Points x Units
English 1 CP 4.1 1.0 4.1

Algebra 1 CP 3.7 1.0 3.7

Physical Science CP 4.4 1.0 4.4

World Geography Honors 3.8 1.0 3.8

Physical Education CP 4.2 .5 2.1

French 1 CP 3.4 1.0 3.4

Sum of Units Attempted 5.5 21.49

GPA = 21.49 =3.909
5.5
Computations will not be rounded to a higher number.

Level Change
Level change requests are considered with a written parent request if class space allows and without major disruption to
the current schedule. Students may request a change in instructional level within the time frame identified on page 12.

If a student transfers from one section to another of the same course where different weights are assigned (e.g., from
Honors Algebra 2 to CP Algebra 2), the weight assigned to the grade shall be the weight for which course is completed;
partial weights cannot be assigned. Level changes upward must be completed by the end of the first grading period of a
course. **Level changes must be approved by the administration.

Foreign Exchange Program

Charleston County School District students who spend a year studying in a foreign country in an approved exchange
program are to be afforded an opportunity to earn credits.
1. The student must obtain prior approval in writing from the home school principal before going abroad.
2. A course of study should be planned that would enable a student to earn credits similar to those earned at the
home school. Mathematics, Science, Social Studies, World Language, and Career and Technology Education

13
 courses should be closely associated with our own offerings. A student may be required to earn his/her English
credit on his/her return to Charleston County School District or to turn in work from a pre-approved independent
study program equivalent to one unit of credit. United States History, American Government, and Economics have
to be taken here.
3. A certified transcript from the exchange school must be received prior to awarding credit.
4. Attendance periods in foreign countries would have to reasonably approximate our own.
5. All credits attempted must be reflected on the transcript.

Foreign students who visit this country and attend our schools will be given an opportunity to learn about our country and
its people. However, Charleston County School District is under no obligation to award a South Carolina High School
Diploma to foreign exchange students. West Ashley High School reserves the right to limit the enrollment of foreign
exchange students because of overcrowding or lack of availability of certain courses.

National Standardized Assessments

Advanced Placement Exams are the final step in an AP class. These standardized exams are designed to measure how well
a student has mastered the content and skills of the course — a successful score could even earn credit and advanced
placement in college. Most exams are two to three hours long. The first part of the exam usually consists of
multiple-choice questions. The total exam score on the multiple-choice section is based only on the number of questions
answered correctly. The second part of the exam usually consists of free-response questions that require the student to
generate their own responses. Depending on the exam, the responses could be in the form of an essay, a solution to a
problem, or a spoken response.

The Pre-ACT: PreACT simulates the ACT testing experience within a shorter test window on all four ACT test subjects:
English, math, reading and science. Results predict future success on the ACT test, and provide both current achievements
and projected future ACT test scores on the familiar 1-36 ACT score scale.

The PSAT (Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test) has two primary purposes. It
introduces the student to the organization and types of questions found on the SAT and helps students to predict their
scores on the SAT. The junior year PSAT scores are used in selecting semi- finalists for the National Merit Scholarship
awards, early college admissions, and programs such as the Governor’s School and college Junior Scholar/Fellow awards.
The PSAT is given only once each year in October.

College Entrance Examinations

Both the SAT and ACT scores are accepted by all state-supported
colleges and universities for admission, as well as for LIFE scholarship qualification.

The ACT (American College Test) consists of four sections composed of English, Mathematics, Reading, and Science. Like
the SAT, the ACT also includes an essay section. However, unlike the SAT, the ACT essay is not mandatory. Students should
check with their prospective colleges to see if they need to complete the essay. Rather than a total score, the ACT gives a
composite or average score for the test. While the SAT is a test designed to measure a student’s aptitude for college work,
the ACT is an achievement test that measures what has been learned in high school.

The SAT (Scholastic Aptitude Test) is a three-and-a-half-hour test which includes three sections - Mathematics, Critical
Reading, and Writing. The reading portion tests the student’s vocabulary, verbal reasoning, and reading comprehension.
The mathematics portion tests the student’s ability to solve problems involving arithmetic reasoning, algebra, and
geometry. Each section is scored on a 200 - 800 point scale. The SAT Essay is a lot like a typical college writing assignment
in which the student is asked to analyze a text. Three scores for the SAT Essay—one for each dimension—ranging from 2–8
points will be reported. There is no composite SAT Essay score (the three scores are not added together) and there are no
percentiles.

Career Readiness Assessment

W.I.N. The WIN assessments are based on a compilation of prevailing employer-focused research including, but not
limited to, U.S. Department of Labor Survey of Necessary and Comprehensive Skills (SCANS); U.S. Department of Labor
Building Blocks Competency Model (Tiers 1-3); U.S. Department of Education Employability Skills Framework; National

14
 Network of Business and Industry Associations Common Employability Skills; and Center for Literacy, Education &
Employment, Equipped for the Future standards. The assessments are criterion-referenced against an absolute standard
or “criterion” for performance. Thus, the assessments measure mastery of specific learning objectives rather than
comparing an individual’s scores to the performance of other test takers. WIN consists of four timed tests: Applied
Mathematics, Locating Information, and Reading for Information, and an Essential Soft Skills Assessment.

Trident Technical College

Placement Testing for Admission
If students are applying for admission to Trident Technical College’s associate degree, diploma, or certification programs,
they may be required to take a placement test, which includes writing skills, reading, and math components. To schedule a
time for this test, contact Trident Technical College’s Testing Services at 843-574-6410. Students may be able to exempt
comparable portions of the placement test if they have qualifying SAT or ACT scores.

ACCUPLACER (College Board Placement Exam)

Students who have applied for admission to Trident Technical College will be notified by the Admissions Office if they need
to take the ACCUPLACER Exam. Students with qualifying scores on the SAT or ACT may not need to take the test.

Developed by the College Board, ACCUPLACER was designed to help students entering two-year colleges succeed in their
educational goals. Accuplacer is a suite of tests that quickly, accurately, and efficiently assess reading, writing, math, and
computer skills.

AP Students and Parents of AP Students

We want West Ashley High students to take challenging courses and to become disciplined students, who can effectively
organize their time to incorporate study, pursuit of their extracurricular activities, community service and down time with
family and friends. Although AP courses are challenging, most students can achieve success and earn a 3 or higher on the
AP test, if they have the time to study outside of class.

WAHS teachers have estimated the amount of time needed in study for a student recommended for AP courses. Please
use the AP course time tabulation table below to assist with course load.

Hours for courses

AP Course *Estimated Study Hours/Week you registered for
AP English Language 2 hours
AP English Literature 2 hours
AP Calculus AB 3-4 hours
AP Statistics 2-3 hours
AP Environmental Science 5 hours
AP Biology 3 hours
AP Chemistry 2-3 hours
AP Physics 1 2-3 hours
AP European 3 hours
AP Human Geography 3-4 hours
AP Psychology 2-3 hours
AP World History 3-4 hours
AP US History 5-7 hours
AP Microeconomics 3 hours
AP US Government and Politics 2-3 hours
*Students who waive into classes will need to allocate additional time to be prepared to earn a 3 or higher on the AP exam.
Your total outside of class AP study hours/week:
Estimated study hours/week for other courses:
Hours/week for extracurricular/sports/community service:
Your total hours/week:
Your total hours/day:

15
One organization summed up the AP rigor in the following:
“The workload in A.P. courses is often heavy. They demand a serious commitment of time and energy from students. AP
courses are designed to expose you to college level course requirements. If standard high-school courses haven't
challenged you to develop effective study skills, an A.P. class will…If you are involved in a lot of extracurricular activities or
work after school, think very hard about committing to an A.P. course. Make sure that your schedule permits ample time to
devote to these classes.” (Pathways to Post-Secondary Education).

Beyond High School

College Bound
College Admission Factors
Students planning to attend a four-year college should begin considering these factors as early as eighth grade and plan
their high school program accordingly.
1. Select coursework that meets college entrance requirements.
2. Realize that your courses should be at the instructional level that helps you reach your potential and prepare for
college and career goals.
3. Determine the required courses for your intended college major.
4. Remember that grade point average, class rank, and SAT or ACT scores may be used to determine college
acceptance. Entrance requirements vary among colleges. Therefore, you should read college catalogs and talk
with college admission counselors concerning specific requirements for the college(s) in which you are interested.
5. Be aware that extracurricular and leadership activities and/or work experience may also influence your
admission.
6. In developing their Individual Graduation Plans, seniors may elect to take courses at institutions of higher
learning. These courses may involve costs to you but may complement your future plans.

Choosing the Right College

1. Evaluate your strengths and abilities. Examine your choice of lifestyle. Utilize information about colleges/careers
in the School Counseling Department Office and Media Center.
2. Take the PSAT your sophomore year and take the PSAT again in your junior year. The test will place you on a
mailing list for college information. Taking the PSAT in your junior year also serves as the National Merit
Scholarship qualifying test.
3. Draw up a list of schools to investigate, based on your personal goals. Naviance ([Link]) is the newest
resource for exploration of careers, resume writing information, college, and scholarship information. This
computer-based career information delivery system is available at West Ashley High. Students may obtain the
needed username and password from their school counselor.
4. Determine requirements for admission and costs for each school on your list.
5. Arrange college visits. When visiting, talk with admissions counselors and financial aid officers.
6. Fine tune your list.
7. Ask for teacher and counselor recommendations.
8. Submit applications through the School Counseling Department Office.
9. Apply for financial aid and/or scholarships. Do not rule out smaller, private colleges due to costs.

Course Requirements for South Carolina Public Four-Year Colleges and Universities
The Commission on Higher Education (CHE) established the minimum course requirements for students who plan to
attend a public college in South Carolina. CHE recommends students include these courses as a part of their high school
course selection along with other elective classes. Some colleges require courses in addition to those listed below (see
college catalogs for admission requirements).

English
Four units: At least two units must have strong grammar and composition components; at least one must be in English
literature; and at least one must be in American literature. Completion of College Preparatory English 1, 2, 3, and 4 will
meet this criterion.

16
Mathematics
Four units: These include Algebra 1 (for which Foundations of Algebra and Intermediate Algebra may count together as a
substitute), Algebra 2, and Geometry. A fourth higher-level mathematics course should be selected from among Algebra 3,
Pre-Calculus, Calculus, and Probability and Statistics and should be taken in the senior year.

Laboratory Science
Three units: Two units must be taken in two different fields of the physical or life sciences and selected from among
Biology, Chemistry, Earth Science or Physics. The third unit may be from the same field as one of the first two units
(Biology, Chemistry, or Physics) or from any laboratory science for which Biology and/or Chemistry is a prerequisite.
Courses in Earth Science or environmental science for which Biology and/or Chemistry is not a prerequisite will not meet
this requirement.

Modern and Classical Languages

Two units: Two units of the same modern or classical language (some colleges require three units).

Physical Education/ROTC
One unit: Physical Education or ROTC

Social Science
Three units: One unit of U. S. History is required; ½ unit of Economics and ½ unit of Government as well as one additional
unit of another social science.

Fine Arts
One unit: One unit in Appreciation of, History of, or Performance in one of the fine arts.

Electives
One unit must be taken as an elective. A college preparatory course in Computer Science is strongly recommended for this
elective.

Other acceptable electives include college preparatory courses in English, Fine Arts, Modern and Classical Languages,
Social Science, Humanities, Laboratory Science (excluding Earth Science, Environmental Science, or other introductory
Science courses for which Biology and/or Chemistry is not a prerequisite) or Mathematics above the level of Algebra 2.

Note: The Commission on Higher Education requirements may be adjusted at a later date to reflect changes in diploma
requirements.

The South Carolina Commission on Higher Education (CHE) website is located at [Link] and contains valuable
information for students and parents.

Although school counselors are available for academic advising, students and their parents are responsible for making
certain that the student’s Individual Graduation Plan (IGP) meets the requirements of both the intended diploma and
college of choice.

17
 Curriculum Framework
Overview
South Carolina high school students face many challenges - higher education standards, increasing college entrance
requirements, and growing workforce demands. For students to be successful, high schools must provide a curriculum
that is challenging and relevant. They must also offer a sequence of courses to assist students in becoming passionate,
lifelong learners.

A framework for curriculum planning aids students and their parents in this process. An effective curriculum framework
must have high standards and expectations for all students, a rigorous curriculum that prepares them for post-secondary
education and engaging instructional strategies designed to help students learn important concepts and ideas in depth.
The curriculum framework used by West Ashley High School includes a rigorous curriculum design and a requirement that
each student develop a challenging Individual Graduation Plan.

Working with their parents, counselors and teachers, students develop plans that include academic as well as
profession-related courses. Their plans also identify extended learning opportunities that are designed to prepare
students for transition to postsecondary education and the workplace.
West Ashley High School strives to provide a comprehensive curriculum to address the individual needs of all of our
students. The framework design allows for an integrated, multidimensional approach to planning that helps students
become successful learners for high school and beyond. The framework provides a structure for planning and
communicating high expectations.

Framework Design
A comprehensive curriculum framework includes the following elements:
● Schools of Study
● Clusters of Study
● Majors within each cluster of study
● Individual Graduation Plan
● Recommended curriculum for an IGP
● Standardized IGP form

A school of study is a way to organize the curriculum into broad program areas that are interrelated in nature and that
relate to various professions and academic areas of study. There are four schools of study in our framework:
● School of Arts and Humanities
● School of Business and Information Systems
● School of Mathematics, Science and Engineering
● School of Health, Human and Public Services

A cluster of study is a means of organizing instruction and student experiences around broad categories that encompass
virtually all occupations from entry level through professional levels. Clusters of study provide a way to organize and tailor
course work and learning experiences around areas of interests. Clusters of study are designed to provide a seamless
transition from high school to post-secondary study and/or the workforce. Nationally and in South Carolina there are 16
national clusters of study as a means of organizing curriculum. They are:
● Arts and Communication
● Education and Training
● Business Management and Administration
● Finance
● Hospitality and Tourism
● Information Technology
● Marketing
● Agriculture, Food, and Natural Resources
● Architecture and Construction
● Manufacturing
● Science, Technology, Engineering, and Mathematics

18
 ● Transportation, Distribution, and Logistics
● Health Science
● Human Services
● Government and Public Administration
● Law, Public Safety, Corrections, and Security

A cluster of study has several majors. A major consists of the completion of at least four required units of study in that
area. It is recommended that students take at least one course at the highest level offered. Students are asked to select a
cluster of study prior to the tenth grade. By the end of the tenth grade, students are asked to select a major, focusing their
academic and elective interest in a specific area. With careful planning some students may complete more than one major.

Students can change a cluster or major if their interests change. Students are never locked into a specific cluster or major.
Although students need to declare a major by the end of the tenth grade, completion of a major is not a requirement for a
South Carolina High School Diploma.

An Electronic Individual Graduation Plan (eIGP) is a document used to assist students and their parents in exploring
educational and professional possibilities and in making appropriate secondary and post-secondary decisions. It can be
modified over time as the student’s interests and skills develop or change. The eIGP is based on the student’s academic
record, work and general life experiences, and the results of assessments, such as career inventories and achievement
tests. On a yearly basis, the eIGP should be modified to include courses required for graduation, courses required for a
specific major, electives chosen related to a specific major, and extended learning opportunities related to the major.

Graduation Recognition for Completed Majors

A student who completes a major as defined in the Curriculum Framework will “walk” at graduation with a cord
representing the School of Study. Each of the Schools of Study will have a separate color. Students may be completers in
more than one major in a cluster, or more than one major in multiple clusters and may wear cords accordingly. Senior
transcripts and Individual Graduation Plans will be reviewed to identify qualifying students.

Charleston Regional Youth Apprenticeships

Regional employers are offering rising high school juniors, seniors and graduating seniors the opportunity to get paid to
learn. Youth apprentices receive paid on-the-job training along with classroom instruction at Trident Technical College
through TTC's Workforce Academies. All tuition and costs for apprenticeship-related courses are paid for by the Charleston
Metro Chamber of Commerce for students who are hired as youth apprentices by participating employers.

Apprenticeships are Available in the Following Areas:

Industrial Mechanics Culinary Arts Emergency Medical Technician

Machine Tool Technology Hotel Operations CAN / Pre-Nursing

Computer Networking Bookkeeping / Pre-Accounting Medical Office Assistant

Computer Programming Civil CAD Technician Air Conditioning & Refrigeration / HVAC

Cybersecurity Security / Pre-Law Enforcement Automotive Technology

Engineering Assistant (for

Junior Computer Programming
students in PLTW courses)

Students who complete the two-year program will receive:

● Paid employment and mentoring from an industry professional
● A high school diploma (for those still taking high school classes)
● One year of college credit from TTC free of charge

19
 ● A completion certificate for coursework that may be applied to an associate degree
● National credentials from the U.S. Department of Labor
● Two years of work experience
● Marketable skills for life

To be eligible, a student must:

● Be a rising junior or senior (at least 16 years of age) or a graduating senior
● Achieve qualifying placement test scores
● Demonstrate academic readiness and responsibility
● Have reliable transportation to work and to school
● Be legally able to work in the U.S.

To start the process, students must complete and submit all sections of the Youth Apprenticeship Application Packet,
including proof of qualifying scores on the ACCUPLACER Placement Test. To schedule an appointment at our Testing
Center, call 843-574-6410. *Mechanical Aptitude Test may be required for manufacturing, HVAC and automotive
apprenticeships.

Youth Apprenticeships FAQs

What are Youth Apprenticeships?
Apprenticeships are flexible training programs that cultivate well-educated, highly skilled workers able to meet the
demands of a competitive global economy. Youth apprenticeships are open to high school juniors, seniors and graduating
seniors, giving them the opportunity to earn while they learn through paid on-the-job training under the direction of an
industry mentor. Youth apprentices also take college classes that directly relate to their apprenticeship.

Will my high school schedule change?

Your high school schedule will be adjusted to accommodate the college courses you will be taking at TIC. Youth
apprentices usually take high school classes in the mornings and their TTC classes in the afternoons. Your high school
counselor will work with you to ensure you meet all of your academic goals and that you are on track to graduate with
your high school diploma.

Can I still participate in sports or other extracurricular activities?

Probably not. There simply won't be room in your schedule. Becoming a youth apprentice requires a serious commitment
of time, effort and energy. You will be working a minimum of five hours per week for your employer during the academic
year and then full time during the summer between the two years of the program. In addition to regular high school
classes, youth apprentices take a specific sequence of college courses each semester over the course of two years. The
program is designed for motivated students interested in gaining work experience, on-the-job and in-the-classroom
training, and professional connections while still in high school. The demands of the program are significant, but so are
the rewards.

How do I apply?
Talk to your high school counselor and ask for a Youth Apprenticeship application and a Dual Credit Application, or go
online: [Link]/career/workforce/car_youth_apprenticeships.htm.

Return the fully completed packet to your school counselor or to the Office of High School Programs in Building
700/Room 101-B at TTC's Main Campus, 7000 Rivers Ave. in North Charleston. You may email it to Ellen Kaufman at
[Link]@[Link] or Tanisha Hook at [Link]@[Link]. Fax it to 843.574.6489. Mail it to
Trident Technical College, Office of High School Programs, P.O. Box 118067, Charleston, SC 29423-8067.

Once my application is complete, am I in the program?

Qualifying placement test scores and a complete application packet are only the first steps. You have to be called for a job
interview by one of the participating employers and then receive and accept a job offer. You must be hired by one of the
participating companies to become a youth apprentice.

20
Need more help?
We get it! The process may seem daunting until you talk to someone. If you have questions that haven't been answered
or need some help getting started or completing the application, call Ellen Kaufman in the Office of High School Programs
at 843.574.6990, or email [Link]@[Link].

Trident Technical College Youth Apprenticeship Opportunities

Hospitality and Tourism

Culinary Arts Hotel Operations

Information Technology
Computer Networking Programming / Cyber Security

Manufacturing
Industrial Mechanic Welding

Business Technology
Bookkeeping / Pre-Accounting

Contractual Services
HVAC Automotive Technology

PLTW Engineering Assistant

Engineering Pathway Engineering Technician Pathway

Engineering Design Graphics

Civil CAD (Computer Aided Design) Technician

Criminal Justice
Security / Pre-Law Enforcement

Health Care
Medical Office Assistant CNA Pre-Nursing EMT

21
Qualifying ACCUPLACER scores can be found here:
[Link] Select ACCUPLACER to view the
Test Score Requirements.

Qualifying SAT / ACT scores may be submitted in lieu of ACCUPLACER in some cases. *Only certain companies in
Manufacturing will require Writing and Math scores in addition to Reading.

Students interested in HVAC, Industrial Mechanics, Machine Tool Technology or Automotive Technology MUST take the
Mechanical Aptitude Test at TTC's Testing Center. For test appointments, call 843.574.6410.

22
 English Language Arts
Introduction
The South Carolina College-and-Career-Ready Standards (SCCCR) in reading, writing, and communication serve as the
backbone for the grade specific standards that define the content of each course. At the high school level, all components
of English Language Arts—reading, writing, language and communication—must be reflected at each grade level and in
every course’s content. Instruction will require a shift from teaching a particular text, especially in the area of literature, to
teaching the standards using a variety of text types. Oftentimes, multiple standards in multiple areas can be taught
through a single rich instructional task. The South Carolina College-and-Career-Ready (SCCCR) Standards for English
Language Arts are designed to ensure that South Carolina students are prepared to pursue and become successful in
economically viable career opportunities or complete a postsecondary education that leads to a successful career.

Students advancing through High School ELA courses are expected to meet each year’s grade specific standards, retain or
further develop literacy skills and understandings mastered in preceding grades, and work steadily to apply their learning
to increasingly complex text. High School core English courses engage students in the skills, strategies, and processes
required to effectively read, write, communicate, and apply the South Carolina inquiry-based literary standards to their
work.

In order to receive a South Carolina high school diploma, students are required to earn at least four core units in English.
Core English units may be earned through the following English courses: English 1-4, Advanced Composition, AP English
Literature and Composition, and AP English Language and Composition. In addition, students may take Dual Enrollment
English/Language Arts. All other offerings in the English department are electives.

According to the SC College-and Career-Ready Standards:

“By the end of English 4, students read informational (expository/persuasive/argumentative) texts in print and
multimedia formats of the following types: historical documents, research reports, essays (for example, social, political,
scientific, historical, natural history), position papers (for example, persuasive brochures, campaign literature), editorials,
letters to the editor, informational trade books, textbooks, news and feature articles, magazine articles, advertisements,
journals, speeches, reviews (for example, book, movie, product), contracts, government documents, business forms,
instruction manuals, product-support materials, and application forms. They also read directions, schedules, and recipes
embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of multimedia
texts.”

(SC College-and Career-Ready Standards for ELA p. 89)

23
 Course Titles and Numbers

Course Title Course Number(s) Credit

Ready for High School Literacy 305700CW 1

English 1 302400CW 1

English 1 Honors 302400HW 1

English 2 302500CW 1

English 2 Honors 302500HW 1

English 3 302600CW 1

English 3 Honors 302600HW 1

Advanced Placement
307100AW 1
English Language and Composition

English 4 302700CW 1

English 4 Honors 302700HW 1

Advanced Placement
307000AW 1
English Literature and Composition

Dual Enrollment
301500EW 1
English Composition I (ENG 101)

Dual Enrollment
301600EW 1
English Composition II (ENG 102)

Dual Enrollment
303600EW 1
American Literature Survey (ENG 203)

Dual Enrollment
303700EW 1
Literature (ENG 205)

Creative Writing 303200CW 1

Yearbook Production 1 305400CW 1

Yearbook Production 2 309932CW 1

Listed below are the grade level and course descriptions for High School English Language Arts courses.

24
 High School English Language Arts
Ready for High School Literacy
Prerequisite: Administrative placement / Students will take English 1 concurrently with Ready for HS Literacy
This course is designed for students with Reading Lexile levels between 400 and 600. The Language! Program is used in
conjunction with other strategies to address the needs of struggling adolescent literacy learners. The comprehensive
literacy curriculum focuses on both the word level and comprehension skills. This course will meet yearlong on alternating
days with selected sections of English 1 CP. This course is for elective credit only.

English 1
The English 1 course provides a foundational study of literary genres such as novels, short stories, poetry, drama, and
literary nonfiction as well as the comprehension and analysis of informative / explanatory text through the use of
authentic, real-world, increasingly complex text. Opportunities for rich discussion and analytical conversation should be
provided regularly to support students’ correct use of Standard English grammar when communicating.

Students must also be able to: (a) write arguments to support claims, (b) write informative/explanatory texts to examine
and convey complex ideas, and (c) write narratives to develop real or imagined experiences or events while demonstrating
their command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

As required by the South Carolina End-of Course Examination Guidelines, students enrolled in English 1 are required to
take an examination. This state-administered final exam counts as 20 percent of the student’s final grade during the
semester in which the course is completed.

English 1 Honors
Recommended Prerequisite: Teacher Recommendation
This course is designed at a higher level of rigor to reflect the forthcoming state department rubric for Honors level
courses.

English 2
Prerequisite: English 1
English 2 is an in-depth study of multicultural literature and literary nonfiction such as novels, short stories, poetry, drama,
and literary nonfiction as well as the comprehension and analysis of informative/explanatory text through the use of
authentic, real-world, increasingly complex text. Opportunities for rich discussion and analytical conversation should be
provided regularly to support students’ correct use of Standard English grammar when communicating.

Students must also be able to: (a) write arguments to support claims, (b) write informative/explanatory texts to examine
and convey complex ideas, and (c) write narratives to develop real or imagined experiences or events while demonstrating
their command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

English 2 Honors
Recommended Prerequisite: 85% in English 1 or 80% in English 1 Honors
This course is designed at a higher level of rigor to reflect the forthcoming state department rubric for Honors level
courses.

English 3
Prerequisite: English 2
English 3 introduces global perspectives focusing on literary and informational texts from diverse cultures through the use
of authentic, real-world, increasingly complex text. Opportunities for rich discussion and analytical conversation should be
provided regularly to support students’ correct use of Standard English grammar when communicating.

Students must also be able to: (a) write arguments to support claims, (b) write informative/explanatory texts to examine
and convey complex ideas, and (c) write narratives to develop real or imagined experiences or events while demonstrating
their command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

25
English 3 Honors
Recommended Prerequisite: 85% in English 2 or 80% in English 2 Honors
This course develops skills in inquiry-based literacy and research; critical reading of literary and informational texts;
narrative, informational, and argument writing; and communication. Units emphasize challenging texts and topics at or
above the level of college-readiness benchmarks. The honors course exceeds the college preparatory course in rigor,
complexity, challenges, and creativity.

Advanced Placement English Language and Composition

Recommended Prerequisite: 80% in English 2 Honors
The AP English Language and Composition course is designed to help students become skilled readers of prose written in a
variety of rhetorical contexts and to become skilled writers who compose for a variety of purposes. Both their writing and
their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and
subjects as well as the way generic conventions and their sources of language contribute to effectiveness in writing (see
the AP English Language and Composition Teacher’s Guide for ideas on readings and sample curricula).

Occasionally the exam may contain multiple-choice questions on usage to reflect the link between grammar and style. The
intense concentration on language use in the course enhances students’ ability to use grammatical conventions
appropriately and to develop stylistic maturity in their prose.

English 4
Prerequisite: English 3
English 4 completes the global perspective initiated in English 3 by studying British and world literature. Opportunities for
rich discussion and analytical conversation should be provided regularly to support students’ correct use of Standard
English grammar when communicating.

Students must also be able to: (a) write arguments to support claims, (b) write informative/explanatory texts to examine
and convey complex ideas, and (c) write narratives to develop real or imagined experiences or events while demonstrating
their command of the conventions of Standard English capitalization, punctuation, and spelling when writing.

English 4 Honors
Recommended Prerequisite: 85% in English 3 or 80% in English 3 Honors or AP English Language and Composition
This course continues to develop skills in inquiry-based literacy and research; critical reading of literary and informational
texts; narrative, informational, and argument writing; and communication. Units emphasize challenging texts and topics at
or above the level of college-readiness benchmarks. The honors course exceeds the college preparatory course in rigor,
complexity, challenges, and creativity.

Advanced Placement English Literature and Composition

Recommended Prerequisite: 80% in English 3 Honors or 75% in AP English Language and Composition
AP English Literature and Composition engages students in the close reading and critical analysis of imaginative literature.
The course includes intensive study of representative works from various genres and periods, concentrating on works of
recognized literary merit such as those by the authors listed. Students place their emphasis on content, purpose, and
audience as they write and engage in varied writing tasks practicing prose styles from many disciplines and historical
periods.

Each student enrolled in Advanced Placement Language and Composition is required to take the AP Exam at the end of the
course. Many colleges and universities grant college credit or placement through qualifying AP Exam scores. This course
serves as English 4 for participating students.

Dual Enrollment English Composition I (ENG 101)

Recommended for Grade 11 or 12; Prerequisite: SAT - Evidence-based Reading / Writing 530; ACT - English 19; Accuplacer - Reading
237 and Writing 237
This course is a study of composition in conjunction with appropriate literary selections, with frequent theme assignments
to reinforce effective writing. It also reviews standard usage and presents basic research techniques.

26
Dual Enrollment English Composition II (ENG 102)
Recommended for Grade 11 or 12; Prerequisite: Dual Enrollment ENG 101 - 71%
This course includes the development of writing skills through logical organization, effective style, literary analysis,
research and an introduction to literary genres.

Dual Enrollment American Literature Survey (ENG 203)

Recommended for Grade 11 or 12; Prerequisite: Dual Enrollment ENG 102
This course is a survey of American literature: major authors, genres and periods.

Dual Enrollment English Literature (ENG 205)

Recommended for Grade 11 or 12; Prerequisite: Dual Enrollment ENG 203
This course covers the study of English literature from the Old English period to the Romantic period with emphasis on
major writers and periods.

Creative Writing
This course is designed for students who are highly motivated to write creatively. Students will write in a variety of formats
including journal entries, recollections, poetry, drama, and fiction. Students will be expected to self-direct independent
projects and to work in small groups to peer-edit and revise.

Yearbook Production 1
Recommended for Grade 10, 11 or12; Recommended Prerequisite: Application required
This course is designed for students actively involved in the production of a school yearbook. Students should possess
average or above average verbal and writing ability. Teacher recommendation may be required.

Yearbook Production 2
Recommended for Grade 10, 11 or12; Recommended Prerequisite: Application required
This course is designed for students actively involved in the production of a school yearbook. Students should possess
average or above average verbal and writing ability. Teacher recommendation may be required.

27
 Mathematics
Introduction
A quality mathematics program is essential to help students develop ways of thinking, solving problems, communicating
mathematically, and making decisions that enable them to become informed citizens and consumers, competent
employees and employers, and productive members of society.

In order to receive a South Carolina High School Diploma, students are required to earn at least four (4) units in
mathematics. To meet South Carolina Commission on Higher Education’s college preparatory course prerequisite
requirements, college freshmen entering a four-year public institution of higher education during or after the 2019 – 20
academic school year must successfully complete Algebra 1, Algebra 2, Geometry, and an additional mathematics course
above the Algebra 2 level. (See [Link] for more information.)

The South Carolina End-of-Course Examination Program (EOCEP) includes an end-of-course examination for mathematics.
At the end of Algebra 1 or Intermediate Algebra, students are required to take the SC Algebra 1 End-of-Course Exam. This
examination counts 20% of the student’s final grade in either Algebra 1 or Intermediate Algebra.

Dual Credit Courses, whether they are taken at the school where the student is enrolled or at a postsecondary institution,
are those courses for which the student has been granted permission by his or her home high school to earn both
Carnegie units and college credit for those particular courses.

28
 Course Titles and Numbers

Course Title Course Number(s) Credit

Ready For High School Math 314500CW 1

Algebra 1 411400CW 1

Algebra 1 Honors 411400HW 1

Geometry 412200CW 1

Geometry Honors 412200HW 1

Algebra 2 411500CW 1

Algebra 2 Honors 411500HW 1

Algebra 3 411300CW 1

Probability and Statistics 414100CW 1

Pre-Calculus 413100CW 1

Pre-Calculus Honors 413100HW 1

Advanced Placement
417100AW 1
Statistics

Advanced Placement
417000AW 1
Calculus AB

Dual Enrollment
413300EW 1
Algebra MAT 110

Dual Enrollment
413400EW 1
Trigonometry MAT 111

29
 High School Mathematics
Ready for High School Math
Prerequisite: Administrative placement / Students will take Algebra 1 concurrently with Ready for HS Math
This course emphasizes an understanding of mathematical concepts rather than memorizing procedures. Students learn
why to use a certain formula or method to solve a problem. By engaging students in real-world applications, Ready for
High School Math develops critical thinking skills that students will use throughout their high school studies.

Algebra 1
This course is designed to provide students with a strong background in algebraic concepts and processes. It includes
writing expressions, solving linear equations, operations with polynomials, factoring, linear functions and word problems.
Students will also be introduced to nonlinear functions such as exponentials and quadratics. Upon completion of this
course, students are required to take the SC Algebra 1 End-of-Course Exam which will count 20% of the final grade.
End-of-Course Exam must be attempted by the 3rd year enrolled in High School.

Algebra 1 Honors
Teacher Recommendation Required
This course examines relationships between quantities and expressions, reasoning with linear equations and inequalities,
creating, modeling and analyzing linear, quadratic and exponential functions, interpreting functions, and using function
notation. This course helps students develop and demonstrate an understanding of mathematical content and concepts,
and apply mathematical skills. The honors course exceeds the college preparatory course in rigor, complexity, challenges,
and creativity. Requires End of Course Exam.

Geometry
Prerequisite: Algebra 1, Algebra 1 Honors, or Intermediate Algebra
This course includes an in-depth analysis of plane, solid, and coordinate geometry as they relate to both abstract
mathematical concepts as well as real-world problem situations. This course is designed to emphasize the study of the
properties and applications of common geometric figures in two and three dimensions. It includes the study of
transformations and right triangle trigonometry. Inductive and deductive thinking skills are used in problem solving
situations, and applications to the real world are stressed. Topics include logic and proof, parallel lines, polygons,
perimeter, area analysis, volume, surface area analysis, similarity, congruence, trigonometry, and analytic geometry.
Geometry may be taken concurrently with Algebra 2.

Geometry Honors
Recommended Prerequisite: 80% in Algebra 1 Honors or 85% in Algebra 1 OR 80% in Algebra 2 or 85% in Algebra 2 Honors
This course is designed at a higher level of rigor to reflect the forthcoming state department rubric for Honors level
courses.

Algebra 2
Prerequisite: Algebra 1 or Intermediate Algebra
This course is designed to provide students with a strong background in algebraic concepts and processes. Topics include
understanding algebraic and geometric representations of functions to include the following: quadratic, square root,
absolute value, rational, exponential, and logarithmic. Polynomials, sequences, series and conic sections are also
introduced. This course is recommended to be taken after Geometry or Geometry Concepts. Algebra 2 may be taken
concurrently with Geometry.

Algebra 2 Honors
Recommended Prerequisite: 80% in Algebra 1 Honors or 85% in Algebra 1 OR 80% in Geometry or 85% in Geometry Honors
This course is designed at a higher level of rigor to reflect the forthcoming state department rubric for Honors level
courses.

30
Algebra 3
Prerequisite: Algebra 2 and Geometry
This course focuses on the study of functions and advanced mathematics concepts to solve real world and mathematical
problems. It includes a study of polynomial, rational, exponential, logarithmic, and trigonometric functions. This course is
designed for students who have taken Algebra 2 but who would benefit from a stronger background before attempting
Pre-calculus. It is a bridge between Algebra 2 and Pre-calculus, including some of the culminating topics of Algebra 2 and
some of the introductory topics of Precalculus.

Probability and Statistics

Prerequisite: Geometry and Algebra 2
This course encompasses the design of a statistical study; collection, organization, display, and interpretation of data; basic
statistical methods of analyzing data; and basic concepts of probability. This course is designed to introduce the methods
used in the field of applied statistics.

Pre-Calculus
Prerequisite: Geometry and Algebra 2
This course is designed to provide students with an enhanced understanding of functions and their applications as well as
strengthening students’ mathematical reasoning and problem-solving skills. Topics include; trigonometry, parametric
equations, vectors, polar coordinates, complex numbers, matrices, polynomial functions, rational functions, exponential
functions, logarithmic functions, sequences, series, and limits.

Pre-Calculus Honors
Prerequisite: 80% in Honors Algebra 2 or 85% in Algebra 2 and 80% in Honors Geometry or 85% in Geometry
This course is designed at a higher level of rigor to reflect the forthcoming state department rubric for Honors level
courses.

Advanced Placement Statistics

Recommended for Grade 11 or 12; Prerequisite: 80% in Honors Algebra 2 or 85% in Algebra 2 and 80% in Honors Geometry or 85% in
Geometry
This course is designed to introduce students to the major concepts and tools for collecting, analyzing, and drawing
conclusions from data. The topics, as determined by the College Board, are divided into four major themes: exploratory
analysis, planning a statistical study, patterns using probability and simulations, and statistical inference. Important
components of this course are the use of technology (both computer and graphing calculator), projects and laboratories,
cooperative group problem solving, and writing as a part of concept-oriented instruction and assessment. Each student
enrolled in this course will take the Advanced Placement Examination.

Advanced Placement Calculus AB

Recommended for Grade 11 or 12; Prerequisite: 80% in Honors Algebra 2 or 85% in Algebra 2 and 80% in Honors Geometry or 85% in
Geometry
This course is designed to be taught over a full high school academic year. In this course, it is possible to review
elementary functions, but most of the year will be devoted to the topics in differential and integral calculus that are
representative of a first semester course in college calculus. The College Board determines the complete course of study.
Each student enrolled in this course will take the Advanced Placement Examination.

Dual Enrollment Algebra MAT 110

Recommended for Grade 11 or 12; Prerequisite: Appropriate TTC placement test
This course includes the following topics: polynomial, rational, logarithmic, and exponential functions; inequalities,
systems of equations and inequalities matrices, determinants, and solutions of higher degree polynomials.

Dual Enrollment Trigonometry MAT 111

Recommended for Grade 11 or 12; Prerequisite: Appropriate TTC placement test; Passed College Algebra 110 with a (71)
This course includes circular functions, trigonometric identities, solution of right and oblique triangles, solution of
trigonometric equations, polar coordinates, and complex numbers.

31
 Natural Sciences
Introduction
High school science, through a number of separate courses, includes instruction in the content areas of the South Carolina
Science Curriculum Standards: life science, earth science, and physical science. Since the major objective of science
instruction is to promote scientific thinking, the Science and Engineering Practices are integrated into all the science
content areas. All laboratory-based science courses in Charleston County School District are courses with at least 40
percent of the instructional time being devoted to student-centered laboratory experiences integrated with the Science
and Engineering Practices found in the 2014 South Carolina Science Curriculum Standards, grades 9-12. A sound grounding
in science strengthens many of the skills that people need to use every day, such as solving problems creatively, thinking
critically, working cooperatively in teams, using technology effectively, and valuing lifelong learning.

Although only three science courses are required for graduation with a South Carolina State Diploma, the Department of
Education recommends four courses. Students must pass a high school credit course in science in which an end-of-course
examination is administered. The required course is Biology and is approved by the US Department of Education.

The Commission on Higher Education (CHE) has approved the following language regarding the prerequisites for college.
College bound students are required to take “three units of laboratory science. Two units must be taken in two different
fields of the physical, earth, or life sciences and selected from among earth science, biology, chemistry, or physics. The
third unit may be from the same field as one of the first two units (earth science, biology, chemistry, or physics) or from
any laboratory science for which earth science, biology, chemistry, and/or physics is a perquisite. Courses in general
science or introductory science for which one of these four units is not a prerequisite will not meet this requirement. It is
strongly recommended that students desiring to pursue careers in science, mathematics, engineering or technology take
one course in all four fields: earth science, biology, chemistry, and physics.”

For students who are not prepared to pursue one of the recommended sequences listed above, there are alternative
sequences to develop an understanding of science concepts and Science and Engineering Practice skills for successful
completion of the End-of-Course Exam and the ACT-Science assessment. This may include taking Physical Science prior to
Biology, Chemistry, or Physics to build a stronger background in the physical sciences.

32
 Course Titles and Numbers

Course Title Course Number(s) Credit

Earth Science 326500CW 1

Biology 1 322100CW 1

Biology 1 Honors 322100HW 1

Biology 2 (Zoology) 424000CW 1

Marine Science 322500CW 1

Marine Science Honors 322500HW 1

Environmental Science 326100CW 1

Forensic Science 324500CW 1

Anatomy and Physiology 326300CW 1

Chemistry 1 323100CW 1

Chemistry 1 Honors 323100HW 1

Physics Honors 324100HW 1

Advanced Placement
327200AW 1
Biology

Advanced Placement
328900HW 1
Biology Prep Lab

Advanced Placement
327700AW 1
Environmental Science

Advanced Placement
327300AW 1
Chemistry

Advanced Placement
328900HW 1
Science Prep Lab

Advanced Placement
328200AW 1
Physics 1

Dual Enrollment
326600EW 1
Anatomy and Physiology (BIO 210)

Dual Enrollment
326700EW 1
Anatomy and Physiology (BIO 211)

33
 High School Science
Earth Science
Recommended for Grade 9
This course is designed to meet the SC Earth Science standards related to geology, paleontology, biochemical cycles,
weather and climate. Students examine the nature of the Earth’s composition, processes and place in the universe in order
to connect in their relevance to local and global issues. Laboratory activities provide numerous opportunities for students
to develop science process skills, critical thinking, and an appreciation for the nature of science through investigative,
hands-on lab activities that address the SC Science Standards and Engineering Practices which are an integral part of this
course.

Biology 1
Recommended for Grade 9 or 10; Prerequisite: Algebra 1
This introductory laboratory-based course is designed to give students a sound background in major biological concepts.
Biology 1 is designed to be both academically rigorous and realistic for students pursuing entry into a four-year college.
Biology 1 builds on the life science principles learned in middle school. Topics include: the cell, molecular basis of heredity,
biological evolution, interdependence of organisms, matter, and energy, and organization in living systems, and behavior
and regulation. Laboratory activities provide numerous opportunities for students to develop science process skills, critical
thinking, and an appreciation for the nature of science through investigative, hands-on lab activities that address the SC
Science Standards and Engineering Practices are an integral part of this course. A state-mandated End-of-Course
Examination must be given to every student enrolled in this course. The score will count 20% of the final grade.
End-of-Course Exam must be attempted by the 2nd year enrolled in High School.

Biology 1 Honors
Recommended for Grade 9 or 10; Recommended Prerequisites: 85% in Algebra 1 or 80% in Algebra 1 Honors
This course is designed at a higher level of rigor to reflect the forthcoming state department rubric for Honors level
courses. End-of-Course Exam must be attempted by the 2nd year enrolled in High School.

Biology 2 (Zoology)
Recommended for Grade 10, 11, or 12; Prerequisite: Biology 1; Lab Fee Requirement: $15.00
This inquiry-based course offers students an in-depth study of the Animal Kingdom. Beginning with the simplest
invertebrates and ending with the complex mammals, students will explore classification, evolution, reproduction,
anatomy/physiology, and behavior through hands-on activities. Highlights of this course include nematode extractions,
planarian regeneration, sponge spicule comparisons, and multiple dissections from major phyla of the animal kingdom.
Students will be actively involved in learning through problem solving, experimentation, discovery, and student-led
projects and investigations.

Marine Science
Recommended for Grade 10, 11, or 12; Prerequisite: Biology 1; Lab Fee Requirement: $15.00
This course is designed to meet the needs of the student who wishes to obtain an in-depth awareness of coastal and
marine systems. The course will include a study of the biological, physical, chemical, and geological aspects of
oceanography, marine biology, the coastal environment, and the interrelationships among the disciplines. Instructional
strategies include inquiry-based laboratory and field experiences, discussions with speakers, and projects.

Marine Science Honors

Recommended for Grade 10, 11, or 12; Recommended Prerequisite: 85% in Biology 1 or 80% in Biology 1 Honors; Lab Fee
Requirement: $15.00
This course is designed at a higher level of rigor to reflect the forthcoming state department rubric for Honors level
courses.

34
Environmental Science
Recommended for Grade 10, 11, or 12; Prerequisite: Biology 1
This course deals with global environmental concerns with an emphasis on stewardship, sustainability, and sound science.
Students will study the atmosphere, toxic and municipal waste, alternative energy, water issues, and population growth
problems. Students will conduct field studies, research, classroom lab activities, and projects and use problem-based
learning strategies.

Forensic Science
Recommended for Grade 10, 11 or 12; Prerequisite: Biology 1; Lab Fee Requirement: $15.00
This inquiry-based course is the application of science to those criminal and civil laws that are enforced by police agencies
in a criminal justice system. It has become a comprehensive subject incorporating Biology, Chemistry, Physics, Entomology,
Earth Science, Anatomy, and Physiology, as well as, other aspects of science.

Major topics include processing a crime scene, collecting and preserving evidence, identifying types of physical evidence,
organic and inorganic analysis of evidence, hair and fibers, toxicology, serology, DNA, fingerprints, and document analysis.
The main focus of this course will be to emphasize the evidential value of a crime scene and related evidence, as well as
the services of what has become known as the crime laboratory. This course combines basic theory and real laboratory
experiments, creating an experiment-based situation for the better understanding of students. The experiments used
reinforce previously learned scientific principles rooted in Biology and Chemistry.

Anatomy and Physiology

Recommended for Grade 10, 11 or 12; Prerequisite: Biology 1; Lab Fee Requirement: $15.00
This course introduces students to human anatomy and physiology with applications to the health sciences. Students learn
about the relationships between structure and function, as well as the biochemical and cellular aspects of human
physiology. Instructive strategies include inquiry-based laboratory experiences, independent study and research on topics
of student interest, speakers, and field experiences in medical settings and institutions of higher education.

Chemistry 1
Recommended for Grade 10, 11, or 12; Prerequisite: Biology 1, and Geometry OR Algebra 2
This course provides an introduction to major chemistry principles and builds on concepts introduced in physical science.
Chemistry 1 is designed to be both academically rigorous and realistic for students pursuing entry into a four-year college.
Through well-designed laboratory experiences, the student will master concepts, use problem-solving skills, and apply
them to real-world situations. Topics include: chemical safety, atomic theory, the periodic table, chemical reactions and
stoichiometry, gas laws, solutions and solubility, calorimetry, acid/base chemistry, and organic chemistry. Investigative,
hands-on lab activities that address the SC Science Standards and Engineering Practices are an integral part of this course.

Chemistry 1 Honors
Prerequisite: Biology 1 and Algebra 2. 80% in the Honors levels or 85% in the College Prep levels
The honors course exceeds course standards in rigor, complexity, challenges, and creativity.

Physics Honors
Prerequisite: Chemistry 1 or Chemistry 1 Honors with a recommended grade of 85% or 80%, respectively
This course focuses on interactions and forces, including patterns of linear motion; forces and changes in motion; contact
forces; and, noncontact forces and fields. It also examines energy conservation and transfer; mechanical and thermal
energy; sound, electricity, and magnetism; and radiation and nuclear energy. The honors course exceeds course standards
in rigor, complexity, challenges, and creativity. This is a laboratory course requiring a minimum of 30% hands-on
investigation, including problem solving, decision making, critical thinking and applied learning.

Advanced Placement Biology / Advanced Placement Biology Lab

Recommended for Grade 10, or 11, 12; Recommended Prerequisites: Algebra I, Biology, and Chemistry; Lab Fee Requirement: $15.00
AP Biology is an introductory college-level biology course. Students cultivate their understanding of biology through
inquiry-based investigations as they explore the following topics: evolution, cellular processes — energy and
communication, genetics, information transfer, ecology, and interactions. This course requires that 25 percent of the
instructional time will be spent in hands-on laboratory work, with an emphasis on inquiry-based investigations that

35
provide students with opportunities to apply the science practices. The class meets for two hours per day for lecture,
laboratory, and enrichment programs. Each student must take the Advanced Placement Biology examination for possible
college credit. Students will receive a total of 2 credits: one credit weighted at AP and one credit weighted at honors.

Advanced Placement Environmental Science

Recommended for Grade 10, 11, or 12; Prerequisite: Biology 1 or Biology Honors AND Algebra 1 or Algebra 1 Honors with
recommended grade of 85% and 80%, respectively; Lab Fee Requirement: $15.00
The AP Environmental Science course is designed to be the equivalent of a one-semester, introductory college course in
environmental science, through which students engage with the scientific principles, concepts, and methodologies
required to understand the interrelationships of the natural world. The course requires that students identify and analyze
natural and human-made environmental problems, evaluate the relative risks associated with these problems, and
examine alternative solutions for resolving or preventing them.

Environmental Science is interdisciplinary, embracing topics from geology, biology, environmental studies, environmental
science, chemistry, and geography. Although there are no specific AP Environmental Science labs or field investigations
required for the course, it is expected that students perform as many labs/field investigations as possible. Each student
will take the Advanced Placement Environmental Science examination for possible college credit. As this course is
combined with a lab course, students will receive a total of two (2) credits; one credit weighted at AP and one credit
weighted at honors.

Advanced Placement Chemistry / Advanced Placement Science Prep Lab

Prerequisite: Biology 1 or Biology 1 Honors; AND Chemistry or Chemistry Honors; AND Algebra 2 or Algebra 2 Honors
This course develops the ability to think clearly and express ideas with clarity and logic, both orally and in writing.
Instruction includes conducting meaningful laboratory investigations that encourage observing chemical reactions and
substances, interpreting findings, and communicating the results. Requires Advanced Placement Exam.

Advanced Placement Physics 1 / Advanced Placement Science Prep Lab

Recommended for Grade 11 or 12; Prerequisite: Chemistry 1 and Algebra 2 or concurrent enrollment; Lab Fee Requirement: $15.00
AP Physics 1 is an algebra-based, introductory college-level physics course. Students cultivate their understanding of
Physics through inquiry-based investigations as they explore topics such as Newtonian mechanics (including rotational
motion); work, energy, and power; mechanical waves and sound; and introductory, simple circuits. This course requires
that 25 percent of the instructional time will be spent in hands-on laboratory work, with an emphasis on inquiry-based
investigations that provide students with opportunities to apply the science practices. Each student will complete a lab
notebook or portfolio of lab reports. Each student must take the Advanced Placement Physics 1 examination for possible
college credit.

Dual Enrollment Anatomy and Physiology (Bio 210)

Recommended for Grade 11 or 12; Prerequisites: Biology 1 and Chemistry 1; Lab Fee Requirement: $15.00
The first part of a two-semester sequence, this comprehensive transfer course is a lecture and laboratory study with
model and specimen dissections of the integrated structure and function of the human body. Basic cellular chemistry and
the integumentary, skeletal, muscular, nervous and endocrine systems are presented. Cytology and histology are
emphasized. Dual credit courses- whether they are taken at the school where the student is enrolled or at a postsecondary
institution- are those courses for which the student has been granted permission by his or her home school to earn both
Carnegie units and college credit for those particular courses.

Dual Enrollment Anatomy and Physiology (Bio 211)

Recommended for Grade 11 or 12; Prerequisite: 71% or above in Dual Enrollment Bio 210
This course is a continuation of BIO 210 and includes the study of blood, heart, circulatory, lymphatic, respiratory,
digestive, urinary and reproductive systems. Special senses, development and inheritance also are presented.

36
 Social Studies
Introduction
The National Council for the Social Studies, the largest professional association for social studies educators in the world,
defines social studies as: “…the integrated study of the social sciences and humanities to promote civic competence. Social
studies provides coordinated, systematic study drawing upon such disciplines as anthropology, archaeology, economics,
geography, history, law, philosophy, political science, psychology, religion, and sociology. The primary purpose of social
studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse,
democratic society in an interdependent world.”

The aim of social studies instruction is the production of civic competence in students through the knowledge, intellectual
processes, and democratic dispositions required to enable them to become active and engaged participants in public life.
Although civic competence is not the only responsibility of social studies, nor is it exclusive to the field, it is more central
to social studies than to any other subject area in schools. By making civic competence a central aim, social studies
educators have long recognized the importance of educating students to become citizens who are committed to the ideas
and values of democracy. Civic competence rests on this commitment to democratic values and requires student abilities
to:
● use knowledge about one’s community, nation, and world
● apply inquiry processes
● examine various perspectives, identify evidence, and evaluate sources
● employ the critical skills of data collection and analysis, collaboration, decision-making, and problem-solving.
Educating students who are knowledgeable, skillful, and committed to participatory democracy is necessary to sustaining
and improving our democratic way of life participating as members of a global community.

In democratic classrooms and nations, deep understanding of civic issues, such as, immigration, economic problems,
domestic governance structures, and U.S. foreign policy involve several disciplines. Of the 11 core academic courses
identified by the Partnership for 21st Century Skills as being critical to college and career readiness, five of those courses
are in the field of the social sciences: History, Geography, Economics, Government and Civics. The umbrella of social
studies marshals the individual disciplines to support this civic task in various forms which help students understand
people (individual and/or groups), actions, past and present situations, and how decisions have contributed to the world
around them.

In the lower grades, these important issues are taught in one course designated “Social Studies”, which integrates two or
more of the independent disciplines. Critical high school social studies content, concepts, issues, and skills needed for civic
competence are taught in separate discipline-based courses, such as U.S. History and the Constitution, World History,
World Geography, U.S. Government, Economics, Civics, Foreign Policy, Sociology, and Psychology at the high school level.
The Social Studies Academic Standards are intended to be taught—regardless of organizational or instructional
approach—with the strong recommendation to utilize the methodologies and instructional shifts of the C3 (College,
Career and Civic Life) Framework for effective social studies instruction within various curricular perspectives. The C3
Framework advocates for: (1) inquiry-based instruction, (2) fidelity to content standards, (3) utilization of multiple sources
for various perspectives, as well as, using evidence and checking the reliability of sources, and (4) proficiency in
communication of student learning orally and through effective argument writing.

37
 Course Titles and Numbers

Course Title Course Number(s) Credit

Human Geography 330700CW 1

Human Geography Honors 330700HW 1

Advanced Placement
337900AW 1
Human Geography

Modern and World History 330600CW 1

Modern and World History Honors 330600HW 1

Holocaust and Genocide Studies 339912CW 1

Current Events / Foreign Policy 333700CW 1

Advanced Placement
337600AW 1
European History

Advanced Placement
337700AW 1
World History

Psychology 334000CW 1

U.S. History and Constitution 332000CW 1

U.S. History and Constitution Honors 332000HW 1

Advanced Placement
337200AW 1
U.S. History

Advanced Placement
437100AW 1
Psychology

U.S. Government 333000CH 0.5

U.S. Government Honors 333000HH 0.5

Advanced Placement
337300AW 1
U.S. Government

Economics and Personal Finance 330800CH 0.5

Economics and Personal Finance Honors 330800HH 0.5

Advanced Placement
337500AW 1
Microeconomics

38
 High School Social Studies
Human Geography
Recommended for Grade 9
The focus of World Geography includes the physical and cultural characteristics of Earth. The course is organized
systematically around the topics of region, physical earth dynamics, population, culture, economic systems, urban
systems, political systems, and the environment. Critical thinking will be emphasized in this course, with an emphasis on
developing spatial thinking skills and competencies related to places, regions, movement across space and time, and
human-environment interaction. Conceptual in nature rather than place specific, the course may be taught from a
systematic or regional perspective.

Human Geography Honors

Recommended for Grade 9; Teacher Recommendation Required
This course is designed at a higher level of rigor to reflect the forthcoming state department rubric for Honors level
courses.

Advanced Placement Human Geography

Recommended for Grade 9; Teacher Recommendation Required
AP Human Geography is a college-level semester course directed toward the academically capable high school student
who has exceptional interest in history and geography, independent research, and in writing. Students enrolled in this
course must be able to analyze primary sources and use the information gained through analyses to communicate their
findings and defend claim statements. Independent research and outside reading are course requirements. Each enrolled
student will take the Advanced Placement Examination in Human Geography for possible college credit at the end of the
instructional term.

Modern and World History

Recommended for Grade 10
This course is a survey of world history from 1300 to present, including the emergence of the modern world from 1300 to
1500, global affairs and interactions from 1450 to 1815, rise of new governments and competition in the global
community from 1815 to 1918, emergence of new world powers from 1885 to 1950, and world politics from World War II
to present day. Inquiry topics include cultural development; economic systems; foundations of government and state
building; global citizenship; human and physical geography; and innovation, revolution, and change.

Modern and World History Honors

Recommended for Grade 10; Recommended Prerequisites: 80% in English 1 Honors or English 2 Honors
This course is designed at a higher level of rigor to reflect the forthcoming state department rubric for Honors level
courses.

Holocaust and Genocide Studies

Recommended for Grade 10, 11, or 12; Field trip to Washington, D.C. Holocaust Museum approximately $400.00; Prerequisites:
World History or World History Honors
The idea, applications and experiences of the Holocaust in history raise basic questions for all humanity. By studying the
Holocaust and other genocides, we deepen our understanding of human nature, of organized society, political leadership,
government participation, and civilization itself. Special topics will include a short history of genocide in the 20th century,
tolerance, prejudice, racism and indifference. Classroom activities will focus on the history of the Holocaust and will
include the following: reading poetry and short stories; essay writing which will apply the lessons learned; class discussion
and cooperative learning. Outside speakers will be included and a field trip planned.

Current Events / Foreign Policy

Recommended for Grade 10, 11, or 12
This course takes an unbiased look at some of the most significant conflicts, hotspots, and danger zones shaping our world
today. It is intended to familiarize students with: (1) the basic historical background of these conflicts, (2) the opposing
sides within each conflict, and (3) useful sources for research. This course will provide students with essential content
knowledge for understanding many complex international conflicts and US foreign policy decisions in relation to these

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various issues. This course acquaints students with contemporary local, state, regional, national, and world affairs.
Students will analyze and evaluate political and economic events by accessing information from a variety of sources,
discussing it in class, preparing presentations, holding debates, producing projects, and simulating news programs.

Advanced Placement European History

Recommended for Grade 10; Recommended Prerequisites: 80% in English 1 Honors and/or English 2 Honors
This course investigates significant events, individuals, developments, and processes in four historical periods from
approximately 1450 to the present in Europe. It develops and uses the same skills, practices, and methods employed by
historians: analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and
utilizing reasoning about contextualization, causation, and continuity and change over time. Six themes are explored
throughout the course: interaction of Europe and the world; poverty and prosperity; objective knowledge and subjective
visions; states and other institutions of power; individual and society; and national and European identity. Requires
Advanced Placement Exam.

Advanced Placement World History

Recommended for Grade 10; Recommended Prerequisites: 80% in English 1 Honors and/or English 2 Honors
This course investigates significant events, individuals, developments, and processes in six historical periods from
approximately 8000 B.C.E. to the present by develop and use the same skills, practices, and methods employed by
historians: analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and
utilizing reasoning about contextualization, causation, and continuity and change over time. The course provides five
themes that students explore throughout the course in order to make connections among historical developments in
different times and places: interaction between humans and the environment; development and interaction of cultures;
state building, expansion, and conflict; creation, expansion, and interaction of economic systems; and development and
transformation of social structures. Requires Advanced Placement Exam.

Psychology
Recommended for Grade 11 or 12
The Psychology course is designed to introduce students to the major concepts and principles of psychology with an
emphasis on human growth and development, cognitive processes, personality, mental health and behavioral disorders, in
addition to social psychology. Students will learn the basic skills of psychological research, develop research projects, and
apply psychological concepts to their own lives. Students will also develop individual and group projects throughout the
course and develop their writing skills. Argument writing and/or case study analytic writing is to be incorporated into
instruction of this course.

U.S. History and Constitution

Recommended for Grade 11
The focus of United States History and the Constitution is the story of the American people from the period of the colonial
settlement to the present day, including the nation’s developing role in world affairs in the twentieth and twenty-first
century. Instruction in this course will include an intentional investigation into multiple perspectives of historical events, as
well as, the use of primary sources, document analysis, and activities and assessments which incorporate historical
thinking skills. Oral and written argumentation using evidence from sources will be required in units of instruction. All
students enrolled in this course will take South Carolina’s End-of-Course exam for U.S. History and Constitution at the end
of the instructional period.

U.S. History and Constitution Honors

Recommended Prerequisite: 80% in English 2 Honors or 85% in English 2
This course is designed at a higher level of rigor to reflect the forthcoming state department rubric for Honors level
courses.

Advanced Placement U.S. History

Recommended for Grade 11; Recommended Prerequisite: 75% in AP European History or 80% in World History Honors
This course investigates significant events, individuals, developments, and processes in nine historical periods from
approximately 1491 to the present through the development and use the same skills, practices, and methods employed by
historians: analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and

40
utilizing reasoning about contextualization, causation, and continuity and change over time. The course also provides
seven themes that students explore throughout the course in order to make connections among historical developments
in different times and places: American and national identity; migration and settlement; politics and power; work,
exchange, and technology; America in the world; geography and the environment; and culture and society. Requires End
of Course AND Advanced Placement Exam.

Advanced Placement Psychology

Recommended for Grade 11 or 12; Recommended Prerequisite: 80% in English 2 Honors or 85% in English 2
The Advanced Placement Psychology course is designed to introduce students to the systematic and scientific study of the
behavior and mental processes of human beings and animals. Students are exposed to the psychological facts, principles,
and phenomena associated with each of the major subfields within the discipline of psychology. In addition, students also
learn about the ethics and methods psychologists use in their science and practice. At the completion of the instructional
period for this course, each student enrolled in this course will take the Advanced Placement Examination in Psychology
for possible college credit.

U.S. Government
Recommended for Grade 12
In the United States Government course, students will study the theory and practice of American government. The course
is designed to provide a comprehensive introduction to fundamental political concepts that will provide students with the
knowledge and skills to understand and participate in the American political system. United States Government will
examine basic political theory and governmental systems, American political development and theory, the constitutional
basis and structure of American government, as well as, citizen involvement in the political system. As amended by Article
1, Chapter 29, Title 59 of the 1976 South Carolina Code Section 59-29-240, legislation known as the James B. Edwards
Civics Education Initiative requires all South Carolina students enrolled in U.S. Government to take the United States
Citizenship Civics test produced by the United States Citizenship and Immigration Services in order to demonstrate a
knowledge and understanding of the fundamentals of United States History and the principles and form of United States
government.

U.S. Government Honors

Recommended for Grade 12 in conjunction with Economics Honors; Recommended Prerequisite: 80% in U.S. History Honors or 85%
in U.S. History
This course provides a basis for students to develop the skills necessary to live and thrive in America's constitutional
democracy and participate in society as active and informed citizens. Topics in civic engagement are founded in the
historical and philosophical principles, political values and institutions, and processes of law that shaped and continue to
sustain America's constitutional democracy. The honors course exceeds the college preparatory course in rigor, complexity,
challenges, and creativity.

Advanced Placement U.S. Government

Recommended for Grade 12 in conjunction with Advanced Placement Microeconomics; Recommended Prerequisite: At least ONE of
the following - US History CP (85%), US History Honors (80%), US Government (85%), Economics (85%), or Economics Honors (80%)
Advanced Placement U. S. Government provides an analytical perspective on government and politics in the United States.
This course focuses on the relationship of the United States to other nations and to world affairs and fosters a clear
understanding of the role of the citizen in American democracy. Independent research and outside reading are course
requirements. Each enrolled student will take the Advanced Placement U.S. Government examination for possible college
credit. In addition, as amended by Article 1, Chapter 29, Title 59 of the 1976 Code Section 59-29-240, legislation known as
the James B. Edwards Civics Education Initiative requires all South Carolina students enrolled in U.S. Government to take
the United States Citizenship Civics test produced by the United States Citizenship and Immigration Services in order to
demonstrate a knowledge and understanding of the fundamentals of United States History and the principles and form of
United States government.

Economics and Personal Finance

Recommended for Grade 12 in conjunction with U.S. Government
Economics is a social science. The science of economics uses data to analyze, interpret and predict the behavior of
individuals and institutions based upon incentives. The goal of a study of economics is to teach students how to evaluate
choices. Scarcity forces all entities, individuals, communities, and nations to prioritize and choose from available resources

41
to meet their needs. The choices societies make affect the well-being of all citizens. The consequences of these choices
are evaluated through the numerical measurements of gross domestic product (GDP) and consumer price index (CPI), as
well as, through the use of other quantitative measurements.

Economics and Personal Finance Honors

Recommended for Grade 12 in conjunction with U.S. Government Honors; Recommended Prerequisite: 80% in U.S. History Honors or
85% in U.S. History
This course examines economics and personal finance, including rational decision making, connections between personal
finance and short-term and long-term goals, exchange and markets, economic indicators and policy making, and the
impact of economic incentives. The honors course exceeds the college preparatory course in rigor, complexity, challenges,
and creativity.

Advanced Placement Microeconomics

Recommended for Grade 12 in conjunction with Advanced Placement Government; Recommended Prerequisite: At least ONE of the
following - US History CP (85%), US History Honors (80%), US Government (85%), Economics (85%), or Economics Honors (80%)
The purpose of Advanced Placement Microeconomics is to give students a thorough understanding of the principles of
economics which apply to the functions of individual decision makers--both consumers and producers--within the
economic system. This course places primary emphasis on the nature and functions of product markets and includes the
study of factor markets, as well as, the role of government in promoting greater efficiency and equity in the economy.
Students will demonstrate the ability to analyze economic situations and evaluate microeconomic principles. Independent
research and outside reading are course requirements. Each student enrolled in this course will take the Advanced
Placement Examination in Microeconomics for possible college credit.

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 Modern and Classical Languages
Introduction
The South Carolina World Language Standard defines what students should know and be able to do to communicate
effectively in a language other than English. The World Language program at West Ashley High School prepares students to
participate in a multilingual environment that values other cultures, with the goal of developing functional proficiency in
their language of study. The WL Department uses a proficiency-based curriculum that enables students to use the world
language in real-life situations. World Language teachers leverage the power of technology and engaging resources to
meet the needs of their diverse leaders. Students should take a minimum of two years of the same language and three to
four years if they are planning to enter a 4-year college or university.

Course Titles and Numbers

Course Title Course Number(s) Credit

French 1 361100CW 1

French 2 361200CW 1

French 3 Honors 361300HW 1

German 1 362100CW 1

German 2 362200CW 1

German 3 362300CW 1

Spanish 1 365100CW 1

Spanish 2 365200CW 1

Spanish 3 365300CW 1

Spanish 3 Honors 365300HW 1

Spanish 4 Honors 365400HW 1

ACTFL Proficiency Goals

Create with language, initiate, maintain, and Receptionist, L2 learners with 4 year
Intermediate
bring to a close simple conversations by asking Housekeeping high school sequence or 2
Low*
and responding to simple questions. Staff semester college sequence

Novice High
Communicate minimally with formulaic and L2 learners after 2 years of
Novice Mid None
rote utterances, lists, and phrases. high school study
Novice Low

[Link]

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 High School World Language
French 1
This course is designed to develop language skills in French through practical activities that focus on meaningful personal
communication. In the first year of a modern world language students become familiar with the sounds of the language,
its basic vocabulary, and the most common structures. They study the cultures, countries, and the lifestyles of the people
who speak the language. Students also learn vocabulary to reflect students’ needs and interests in each unit of study.
Through standards-based instruction that focuses on language proficiency, French 1 students will be able to understand
simple questions, orally express themselves in a comprehensible manner, read for comprehension, and write a
comprehensible paragraph or brief letter, all within familiar contexts.

French 2
Prerequisite: French 1
This course builds on and reinforces language acquired in French 1. Language proficiency will expand and develop through
performance-based instruction and assessment. The vocabulary students learn is directly related to the purposes and
situations of the context or established topics. Students continue to expand vocabulary to reflect students’ needs and
interests in each thematic topic. Students continue to study practical, day-to-day use of language in a broader context.
Daily practice through performance-based instruction will facilitate the development of language as students gain insight
into cultures of French-speaking countries.

French 3 Honors
Prerequisite: 80% in French 2
While the general content of honors level French 3 is similar to French 3 CP, the honors course focuses on more in-depth
knowledge of content and a greater refinement of language proficiency. It also moves at a more accelerated pace. This
course is comparable in terms of workload and emphasis to IB or AP classes, as more challenging academic work is given
to students. It is recommended for highly motivated students because of the quality, as well as quantity, of the work
expected.

This course builds on and reinforces language capacity acquired in French 1 and 2. The student progresses in the ability to
communicate using new vocabulary and structure, and develops a deeper understanding of the cultures of
French-speaking countries. Greater emphasis is placed on linguistic competence and accuracy in this course and in each
successive year of language study. Students read and discuss authentic materials including poetry, stories, news reports,
film, magazine articles and literature.

German 1
This course is designed to develop language skills in German through practical activities that focus on meaningful personal
communication. In the first year of a modern world language, students become familiar with the sounds of the language,
its basic vocabulary, and the most common structures. They study the cultures, countries, and the lifestyles of the people
who speak the language. Students also learn vocabulary to reflect students’ needs and interests in each unit of study.
Through standards-based instruction that focuses on language proficiency, German 1 students will be able to understand
simple questions, orally express themselves in a comprehensible manner, read for comprehension, and write a
comprehensible paragraph or brief letter, all within familiar contexts.

German 2
Prerequisite: German 1
This course builds on and reinforces language acquired in German 1. Language proficiency will expand and develop
through performance-based instruction and assessment. The vocabulary students learn is directly related to the purposes
and situations of the context or established topics. Students will also learn vocabulary to reflect the student's needs and
interests in each thematic topic. Students continue to study practical, day-to-day use of language in a broader context.
Daily practice through performance-based instruction will facilitate the development of language as students gain insight
into cultures of German-speaking countries.

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German 3
Prerequisite: German 2
This course builds on and reinforces language capacity acquired in German 1 and 2. The student progresses in the ability to
communicate using new vocabulary and structures and develops a deeper understanding of the cultures of
German-speaking countries. Greater emphasis is placed on linguistic competence and accuracy in this course and in each
year of successive language study. Students are given the opportunity to read and discuss authentic materials.

Spanish 1
This course is designed to develop language skills in Spanish through practical activities that focus on meaningful personal
communication. In the first year of a modern world language, students become familiar with the sounds of the language,
its basic vocabulary, and the most common structures. They study the cultures, countries, and the lifestyles of the people
who speak the language. Students also learn vocabulary to reflect students’ needs and interests in each unit of study.
Through standards-based instruction that focuses on language proficiency, Spanish 1 students will be able to understand
simple questions, orally express themselves in a comprehensible manner, read for comprehension, and write a
comprehensible paragraph or brief letter, all within familiar contexts.

Spanish 2
Prerequisite: Spanish 1
This course builds on and reinforces language acquired in Spanish 1. Language proficiency will expand and develop
through performance-based instruction and assessment. The vocabulary students learn is directly related to the purposes
and situations of the context or established topics. Students will also learn vocabulary to reflect students’ needs and
interests in each thematic topic. Students continue to study practical, day-to-day use of language in a broader context.
Daily practice through performance-based instruction will facilitate the development of language as students gain insight
into cultures of Spanish-speaking countries.

Spanish 3
Prerequisite: Spanish 2
This course builds on and reinforces language capacity acquired in Spanish 1 and 2. Students progress in the ability to
communicate using new vocabulary and structures and develop a deeper understanding of the cultures of
Spanish-speaking countries. Greater emphasis is placed on linguistic competence and accuracy in this course and in each
successive year of language study. Students are given the opportunity to read and discuss authentic materials.

Spanish 3 Honors
Prerequisite: Spanish 2 or Spanish 2 Honors with recommended grade 85% or 80%, respectively
While the general content of honors level Spanish 3 is similar to Spanish 3 CP, the honors course focuses on more in-depth
knowledge of content and greater refinement of language proficiency. It also moves at a more accelerated pace. This
course is comparable in terms of workload and emphasis to IB or AP classes, as more challenging academic work is given
to students. It is recommended for highly motivated students because of the quality, as well as quantity, of the work
expected. This course builds on and reinforces language capacity acquired in Spanish 1 and 2. Students progress in the
ability to communicate using new vocabulary and structures, and develop a deeper understanding of the cultures of
Spanish-speaking countries. Greater emphasis is placed on linguistic competence and accuracy in this course and in each
year of successive language study. Students read and discuss authentic materials, including poetry, stories, news reports,
film, magazine articles and literature.

Spanish 4 Honors
Prerequisite: Spanish 3 or Spanish 3 Honors with recommended grade 85% or 80%, respectively
This course focuses on the development of greater language proficiency with increasing emphasis on refining language use
appropriate to various socio-cultural contexts. Students continue to expand and refine their ability to communicate in
both oral and written form, to understand as well as produce language with appropriate accuracy. Students in this course
will read and speak in the L2 in greater depth using authentic materials of Spanish-speaking countries.

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 English for Speakers of Other Languages (ESOL)
Introduction
Students must meet eligibility standards for the ESOL Program: their primary, first or home language is not English; they
score below the fluent level on a state-approved language proficiency test or screener; and/or they have been determined
by ESOL program personnel in consultation with mainstream teachers to need ESOL support to meet the standards of their
program of study.

Course Titles and Numbers

Course Title Course Number(s) Credit

ESOL 1 (English for Speakers of Other Languages) 308400CW 1

ESOL 2 (English for Speakers of Other Languages) 408000CW 1

ESOL 3 (English for Speakers of Other Languages) 408100CW 1

ESOL 4 (English for Speakers of Other Languages) 408200CW 1

ESOL 5 (English for Speakers of Other Languages) 408700CW 1

ESOL 6 (English for Speakers of Other Languages) 408800CW 1

ESOL 7 (English for Speakers of Other Languages) 408900CW 1

ESOL 8 (English for Speakers of Other Languages) 409000CW 1

High School ESOL

ESOL 1 - ESOL 8
Grade 9, 10, 11, 12
This course is intended for students who have been tested by a certified ESOL teacher and have been designated an
English Language Learner and accepted in the ESOL program for services. All English Language Learners who have not
scored fluent on a state-approved language proficiency test or screener are eligible to take this course. This course is for
students for whom English is not the primary language, but rather a subsequent language. The course is designed to build
English language fluency, learning strategies, reading, writing, listening, and speaking. A variety of data-driven
instructional strategies will lay a foundation for success in mainstream classes while allowing students to earn elective
credits towards graduation. *ESOL / English Prep is limited to English Language Learners only. This elective course is
designed to assist non-English speaking students in their transition to regular high school classes.

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 Fine Arts
Introduction
Quality arts education is an essential part of a complete education for all students and critical to their success in the 21st
Century. The arts are central to the learning process. Children begin learning through scribbling, making up rhythmic
sounds, moving and dancing, and playing creative games. An effective arts program builds on these early experiences and
extends them through a curriculum that engages students in the comprehensive, sequential study of the arts.

All courses are offered as electives. Limited dance courses offerings are available at the high school level. Theatre courses
are taught by the English or music teacher.

Band, choral, and orchestra students may receive acceptance into an honors level course through the audition process.
The audition must demonstrate that the student can proficiently perform grade level five music. Furthermore, all honors
courses must focus on performing music at the level five grade or higher.

Visual arts students seeking acceptance into honors level courses may do so through an adjudicated portfolio submission.
Each portfolio submission must contain the following items:
● One Pencil Drawing
● One Pen and Ink Drawing
● Two (2) Color Pieces [i.e. pastel, oil, acrylic, watercolor, color pencil]
● One 2-Dimensional Design [i.e. logo, graphic illustrations, computer generated art]; 3-D=submit photo of work.
Student Choice: This should be a piece that best reflects the area of interest / expertise. Portfolios may be judged using
either the AP Studio Art Rubric or the International Baccalaureate Rubric.

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 Course Titles and Numbers - Art

Course Title Course Number(s) Credit

Art 1 350100 CW 1

Advanced Art: 2D Design 352100 CW 1

Advanced Art: 3D Design 350500CW 1

Art 1
This course is designed for students who have had limited or no prior preparation in art. The course content includes
concentration in the major areas of critical analysis, creative expression and production, cultural heritage and aesthetic
perception. Students will study principles and elements of two and three-dimensional design through drawing,
printmaking, painting, ceramics, sculpture, commercial design and textile design. Major artists, periods and styles will be
studied. Criteria for critically assessing a variety of products and making informed choices will be explored.

Advanced Art: 2D Design

Recommended for Grade 10, 11, or 12; Prerequisite: Art I, prior study, or demonstrated ability
In this course, students will be applying the concepts and skills learned in Art 1 in more media-based assignments. They
will be experiencing and creating in-depth and personalized projects while reflecting on and refining their abilities as
artists, their understanding of art and design, and skills in presenting and critiquing art. Major topics covered include
drawing, illustration, graphic design, painting, printmaking, and other forms of 2D art. Minor topics include art history,
critique, portfolio building, and presentation.

Advanced Art: 3D Design

Recommended for Grade 10, 11, or 12; Prerequisite: Art I, prior study, or demonstrated ability
This course is intended to introduce students to sculptural concepts and building methods, historical background of
three-dimensional works, and famous artists involved in sculptural production. Various media and techniques will be
explored in different lessons and exercises throughout the semester. Students will be taught and encouraged to explore
creative solutions to problems presented. Students will be motivated in every exercise through historical and student
visual examples. Students will be introduced to art criticism and expected to participate in class critiques. Aesthetic
questions and lateral thinking exercises will be incorporated to enhance critical thinking skills. Some materials and media
that will be used include paper, wire, carving, sculpting and ceramics.

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 Course Titles and Numbers - Band

Course Title Course Number(s) Credit

General Music
356000CW 1
(Band, Strings, or Chorus)

Marching Band with PE 450810CW 1

Instrumental Music: Band 1 353100CW 1

Instrumental Music: Band 2 353200CW 1

Instrumental Music: Band 3 353300CW 1

Instrumental Music: Band 4 353400CW 1

Instrumental Music: Band 5 353500CW 1

Instrumental Music: Band 6 353600CW 1

Instrumental Music: Band 7 357800CW 1

Instrumental Music: Band 8 357900CW 1

General Music
No previous experience required. Can select Band, Chorus or Strings. For Grades 9-12
This course will introduce fundamental techniques of the selected instrument. Students will also gain a basic
understanding of written music notation and basic aural skills. No experience is required, however some exposure to
piano is recommended.

Marching Band with PE

The course develops concert and marching band repertoire while exploring the concepts of music, and their cultural
evolutions and significance. Each unit aligns Marching Band Skils, SCCCR Instrumental Music Focus Standards, and SCCCR
Physical Education Standards.

Instrumental Music: Band - Levels 1 - 8

Prerequisite: Participation in previous year’s program. Students will take 2 band classes each year. Both will be year long skinny
classes.
This course is designed for students who have participated in the band program offered in the middle school or a previous
year in high school. Students continue a sequential development of skills necessary to become proficient on a musical
instrument. The course is organized so that students learn concert and marching band repertoire each year and develop
an understanding of the concepts of music and the heritage of the music studied. Emphasis is placed on the development
of good tone, accurate pitch, growth in music reading, ability to perform more easily, ability to follow a conductor, and an
understanding of a wide variety of music.

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 Course Titles and Numbers - Chorus

Course Title Course Number(s) Credit

Chorus 1 354100 CW 1

Chorus 2 354200 CW 1

Chorus 3 354300CW 1

Chorus 4 354400CW 1

Chorus 5 354500CW 1

Chorus 6 354600CW 1

Chorus Rehearsal Honors (7 & 8) 354101HW 2

Chorus: Levels 1 - 6
Prerequisite: Participation in previous year’s program. Students will take two chorus classes each year. Both will be year long skinny
classes.
This course is designed for students who have expressed interest in singing in an ensemble and have shown, through a
simple audition, an ability to read music at a fundamental level and to sing a tune on pitch. The course is organized so that
students learn a variety of choral literature each year and improve their skills so that they learn to perform more easily,
produce a good tone and accurate pitch, show growth in musicianship and music reading, develop an understanding of a
wide variety of music, learn about the historical and cultural background of works performed and gain a greater
appreciation of music as a means of expression and as a form of communication.

Chorus Rehearsal Honors: Levels 7 and 8

Recommended for Grade 11 or 12 (9-10 with Teacher approval); Prerequisites: Completion of Chorus 2 and Choral Director’s
Recommendation
Students enrolled in chorus participate in a performance and interview audition to be identified as gifted. In addition to
regular choral assignments, identified students complete additional projects as determined by a committee of choral
teachers. These students will receive one unit of honors credit.

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 Course Titles and Numbers - Piano

Course Title Course Number(s) Credit

Instrumental Music: Piano 1 454100CW 1

Instrumental Music: Piano 1

This course is designed for students who have expressed interest in playing the piano and composition. The course is
designed to help students with the fundamentals of keyboard music including learning to perform with ease, to use proper
technique, basic composition and songwriting techniques, growth in musicianship and music reading, develop and
understanding of a wide variety of music, the historical and cultural background of works performed, and gain a greater
appreciation of music as a means of expression and as a form of communication. Students will be required to participate
in one recital. It is recommended that students have keyboards at home.

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 Course Titles and Numbers - Theatre

Course Title Course Number(s) Credit

Theatre 1 452100CW 1

Technical Theatre Arts 452500CW 1

Theatre 2 452200CW 1

Theatre 3 452300CW 1

Theatre 4 452400CW 1

Theatre 4 Honors 452400 HW 1

Theatre 1
This course is designed to expose students to the major theatrical periods and to the major theatrical literature and acting
styles. Theater and production principles are studied.

Technical Theatre Arts

Prerequisite: Theatre 1
This course introduces and develops skills in planning, designing, making, and critiquing technical elements of production
including the set, lighting, sound, costumes, properties, and hair and makeup. An emphasis is placed on collaboration and
teamwork.

Theatre 2
Prerequisite: Theatre 1
This course is a more in-depth study of the subject. Improvisation and production will be emphasized. Critical analysis of
theatrical literature will be included with special emphasis on performance and acting.

Theatre 3
Recommended for Grade 11 or 12; Prerequisites: Theatre 1 and Theatre 2 or Technical Theatre
This course is a continuation of Theatre I & II. This course is designed for the advanced theatre student who is interested in
all aspects of theater exploration, acting, and directing/producing, with special emphasis on technical theatre.

Theatre 4
Recommended for Grade 11 or 12; Prerequisites: Theatre 1 and Theatre 2 or Technical Theatre
This course is designed for highly motivated and talented students willing to commit their time and energy to make a
performance successful. This group participates in school plays, competitions, and various other projects throughout the
year. All aspects of theater production are studied.

Theatre 4 Honors
Recommended for Grade 11 or 12; Prerequisites: Theatre 1, Theatre 2 or Technical Theatre, and Theatre 3
This honors level course is for advanced students who have passed a rigorous audition and demonstrated advanced acting
and technical skills. Advanced acting, theatre history, and production will be emphasized. Theatre 4 students will complete
a thesis project in a theatre discipline of their choosing, such as directing, designing, or play- writing. Students will be
expected to take leadership roles in co-curricular theatre activities such as plays, competitions, and attend a mandatory
weekly rehearsal outside of school hours. Costs associated with trips and competitions will be the responsibility of the
student but fundraising opportunities will be provided.

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 Course Titles and Numbers - Instrumental Music Orchestra / Strings

Course Title Course Number(s) Credit

Instrumental Music:
355100 CW 1
Orchestra / Strings 1

Instrumental Music:
355000CW 1
Orchestra / Strings Rehearsal 1

Instrumental Music:
355200 CW 1
Orchestra / Strings 2

Instrumental Music:
354700CW 1
Orchestra / Strings Rehearsal 2

Instrumental Music:
355300CW 1
Orchestra / Strings 3

Instrumental Music:
354800CW 1
Orchestra / Strings Rehearsal 3

Instrumental Music:
355400CW 1
Orchestra / Strings 4

Instrumental Music:
354900CW 1
Orchestra / Strings Rehearsal 4

Instrumental Music: Orchestra / Strings – Levels 1 - 4

Recommended for Grade 9-12; Prerequisite: Participation in the previous year’s program or Orchestra Director’s Recommendation
This course is designed for students who have participated in strings in middle school or the previous year in high school.
Students continue a sequential development of skills necessary to become proficient on a musical instrument. The course
is organized so that students will learn orchestral repertoire each year and will develop an understanding of the concepts
of music and the cultural heritage of the music studied. Emphasis will be placed on the development of good tone,
accurate pitch, growth in music reading, ability to perform more easily and to follow a conductor, and an understanding of
a wide variety of music. Students seeking honors credit must be enrolled in strings and participate in a performance and
interview audition to be identified as gifted.

Instrumental Music: Orchestra / Strings Rehearsal – Levels 1 - 4

Recommended for Grade 9-12; Prerequisite: Participation in the previous year’s program or Orchestra Director’s Recommendation
These Rehearsal courses are paired with the Orchestra / Strings matching level course. These courses give students the
chance to rehearse skills learned in all levels of Orchestra / Strings.

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 Physical Education & Personal Health
Course Titles and Numbers

Course Title Course Number(s) Credit

Physical Education 1 344100 CW 1

Physical Education 1
344100 CW 1
(Grade 9 JV Football)

Physical Education 1
344100 CW 1
(Sports Training for JV Athletes)

Physical Education 2
344200CW 1
(General PE)

Physical Education 2
344200CW 1
(Grade 10 JV Football)

Physical Education 2
344200CW 1
(Sports Training for JV Athletes)

Physical Education 3
344300CW 1
(Varsity Football)

Physical Education 3
344300CW 1
(Sports Training for Varsity Athletes)

Physical Education 4
344400 CW 1
(Varsity Football)

Physical Education 4
344400 CW 1
(Sports Training for Varsity Athletes)

Physical Education 1 - 4
depends on level 1
(JV and Varsity Baseball)

Physical Education 1 - 4
depends on level 1
(JV and Varsity Basketball)

Unified Sports 349902CW 1

Personal Health and Wellness 340200CH 0.5 or 1.0

**All students in Grade 9 should take personal health paired with a .5 elective credit.

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 High School Physical Education & Personal Health
Physical Education 1
This course develops the skills needed to enjoy a lifetime of physical activity. Regular participation supports the mastery of
more advanced skills. Emphasis is placed on designing and implementing a personal fitness plan and recognizing the value
of physical activity in quality of life.

Physical Education 1 (Grade 9 JV Football)

This PE 1 is for students who anticipate playing JV football as a 9th grader. Students will be focused on strength training
and speed development as well as basketball specific skills and fundamentals. Students will also receive cognitive training
regarding the sport of basketball.

Physical Education 1 (Sports Training for JV Athletes)

This PE 1 is for 9th graders who anticipate playing any sport besides football, basketball, or baseball. Students will be
focused on strength training and speed development as well as sport specific skills and fundamentals. Students will also
receive cognitive training regarding their sport.

Physical Education 2 (General PE)

This course further develops the skills needed to enjoy a lifetime of physical activity. Regular participation supports the
mastery of more advanced skills.

Physical Education 2 (Grade 10 JV Football)

This PE 2 is for students who anticipate playing JV football as 10th graders. Students will be focused on strength training
and speed development as well as basketball specific skills and fundamentals. Students will also receive cognitive training
regarding the sport of basketball.

Physical Education 2 (Sports Training for JV Athletes)

This PE 2 is for 9th graders who anticipate playing any sport besides football, basketball, or baseball. Students will be
focused on strength training and speed development as well as sport specific skills and fundamentals. Students will also
receive cognitive training regarding their sport.

Physical Education 3 (Varsity Football)

This PE 3 is for students who anticipate playing Varsity football. Students will be focused on strength training and speed
development as well as basketball specific skills and fundamentals. Students will also receive cognitive training regarding
the sport of basketball.

Physical Education 3 (Sports Training for Varsity Athletes)

This PE 3 is for students who anticipate playing a varsity sport besides football, basketball, or baseball. Students will be
focused on strength training and speed development as well as sport specific skills and fundamentals. Students will also
receive cognitive training regarding their sport.

Physical Education 4 (Varsity Football)

This PE 4 is for students who anticipate playing Varsity football. Students will be focused on strength training and speed
development as well as basketball specific skills and fundamentals. Students will also receive cognitive training regarding
the sport of basketball.

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Physical Education 4 (Sports Training for Varsity Athletes)
This PE 4 is for students who anticipate playing a varsity sport besides football, basketball, or baseball. Students will be
focused on strength training and speed development as well as sport specific skills and fundamentals. Students will also
receive cognitive training regarding their sport.

Physical Education 1 - 4 (JV and Varsity Baseball)

This PE 1 - 4 is for students who anticipate playing JV or Varsity Baseball. Students will be focused on strength training and
speed development as well as baseball specific skills and fundamentals. Students will also receive cognitive training
regarding the sport of baseball

Physical Education 1 - 4 (JV and Varsity Basketball)

This PE 1 - 4 is for male and female students who anticipate playing JV or Varsity Basketball. Students will be focused on
strength training and speed development as well as basketball specific skills and fundamentals. Students will also receive
cognitive training regarding the sport of basketball.

Unified Sports
Prerequisite: PE 1 or NJROTC 1, Teacher Recommendation
This course is a training course for Special Olympics, focusing on partnering general education students with students
participating in Special Olympics in an effort to prepare for competition.

Personal Health and Wellness

Recommended for Grade 9
This course is designed to develop decision-making skills that help students make intelligent choices to live healthy,
productive lives. The course content includes communication; stress management; problem solving; environment
awareness; personal fitness; nutrition; human sexuality including, family life, pregnancy prevention and sexually
transmitted diseases, substance abuse, disease prevention; and career interests. The course typically includes group
workshops and projects, guest speakers, films and videos, lectures, tests, and physical fitness exercises.

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 NAVY Junior ROTC
Prerequisite for ROTC courses: US citizen
The Navy Junior ROTC accredited curriculum emphasizes citizenship and leadership development, as well as America's
maritime heritage, the significance of sea power, and naval topics such as the fundamentals of naval operations,
seamanship, navigation and meteorology.

Course Titles and Numbers

Course Title Course Number(s) Credit

Navy Junior ROTC Naval Science 1 375103CW 1

Navy Junior ROTC Naval Science 2 375203CW 1

Navy Junior ROTC Naval Science 3 375303CW 1

Navy Junior ROTC Naval Science 4 375403CW 1

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 High School Navy Junior ROTC
Navy Junior ROTC Naval Science 1
Prerequisite: PE 1 or NJROTC 1
This course is designed to introduce the student to the natural science areas of oceanography, navigation, and
shipboard indoctrination including engineering. The course also includes further examination of naval history.
Leadership, first aid, seamanship and drills, commands and ceremonies are used as a practical application of
unit leadership training. Emphasis is placed on the importance of physical fitness, good health, and appearance.
Cadets will need to follow the Navy Hair Requirements.

Navy Junior ROTC Naval Science 2

Prerequisite: NJROTC 1
This second-year course is designed to introduce the student to the natural science areas of oceanography,
navigation, and shipboard indoctrination including engineering. It also includes an examination of naval history.
Leadership, first aid, seamanship and drills, commands and ceremonies are used as a practical application of
unit leadership training. Emphasis is placed on the importance of physical fitness, good health, and appearance).
Cadets will need to follow the Navy Hair Requirements.

Navy Junior ROTC Naval Science 3

Prerequisite: NJROTC 2
This third year course is designed to introduce students to the natural science areas of meteorology, basic
electricity and electronics, and astronomy. This course also covers naval history, leadership, American
democracy, naval careers, and survival training. Drills, commands and ceremonies are used as a practical
application of leadership training. Emphasis is placed on the importance of physical fitness, good health, and
appearance. Cadets will need to follow the Navy Hair Requirements.

Navy Junior ROTC Naval Science 4

Prerequisite: NJROTC 3
This fourth year course is designed to familiarize the student with naval leadership, training and evaluation, as
well as citizenship, military justice and international law, and the sea. The student will learn about naval history,
naval strategy, national security and operations, naval electronics, and weapons. Emphasis is placed on the
importance of physical fitness, good health, and appearance. Cadets will need to follow the Navy Hair
Requirements.

58
 Career and Technology Education
Introduction
The mission of the Charleston County School District’s Career and Technology Education (CTE) program is to provide world
class knowledge, world class skills, and life and career characteristics aligned with the Profile of a South Carolina Graduate.
College and career readiness will result from the acquisition of knowledge and skills. Students will become global citizens
who meet academic and technical standards for high-demand, high-wage jobs of the future. CTE programs will prepare
students to be responsible, mature, and contribute effectively to society.

Students engaged in a CTE program of study will see a connection between secondary and post-secondary opportunities.
Students in a CTE program of study will be able to identify and address current and emerging workforce opportunities.
Students who complete a career pathway have a higher graduation rate than those who do not complete. Students will
have the opportunity to enroll in CTE programs at West Ashley High School and West Ashley CAS (Center for Advanced
Studies).

CTE Programs at West Ashley High School

Education and Training
Early Childhood Education

Finance
Accounting

Hospitality and Tourism

Culinary Arts

Human Services / Family & Consumer Sciences

Nail Technology

Information Technology
Programming and Software Development

Web and Digital Communications

Marketing, Sales, and Service

Merchandising

Science, Technology, Engineering, and Mathematics

Computer and Information Systems Security/Information Assurance

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 CTE Programs offered at
CAS (Center for Advanced Studies)
Automotive
Automotive Technology

Welding
Welding Technology

Manufacturing
Mechatronics Integrated Technologies

Information Technology
Information Support and Services

Health Science
Health Science

Sports Medicine

Media
Media Technology

Engineering
Pre-Engineering
(Project Lead the Way)

Completer
A Career and Technology Education (CTE) Completer is a student who has earned all of the required units in a state
recognized CTE program leading to a career goal.

Work-Based Learning
Work-based Learning (WBL) provides students with structured experiences outside the classroom empowering students
with primary knowledge in their chosen career pathway.

WBL experiences also offer students the opportunity to apply skills learned in their career and technology program of
study to real world professional environments. CCSD students should plan to participate in at least one work-based
learning experience during each year of high school.

Most often, WBL experiences originate from a teacher in the form of an assignment.

Examples of Work-Based Learning Assignments:

● Structured Field Study (Field Trip)
● Off Campus Job Shadowing
● Virtual Job Shadowing
● Service Learning

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Work-Based Learning Courses for High School Credit
Students can also earn high school course credits through work-based learning experiences.

Each of these WBL opportunities must be Student Led, meaning the student must take a leadership role in their
participation. Examples of WBL for credit may include WBL Mentoring and School-based Enterprise. However, most often
WBL course credits are earned through Internships and Youth Apprenticeships, as described below:

Internships
● Typically lasts one semester
● Can be paid or unpaid
● Requires an identified Teacher of Record
● Requires formal training agreement with host company
● Teacher of Record collects proof of hours worked (120 minimum), weekly writing assignments, and supervisor
review sheets.
For more information on Internship opportunities during the school year and/or the summer, please visit the CCSD Career
and Technology Education website: [Link]

Youth Apprenticeships
Over 100 employers in the Charleston region offer rising high school juniors, seniors, and graduating seniors the
opportunity to Get Paid to Learn as youth apprentices. Youth apprentices receive paid on-the-job training along with
classroom instruction as dual-credit students through TTC’s Workforce Academies.

Thanks to the support of the Charleston Metro Chamber of Commerce, students in the youth apprenticeship program
receive a scholarship worth approximately $6000 to cover all tuition and costs for apprenticeship-related college courses
at TTC.

Apprenticeship opportunities are available in the following local careers:

● Industrial Mechanics
● Machine Tool Technology
● Culinary Arts
● Hotel Operations
● EMT (open only to rising and graduating seniors)
● CNA/Pre-Nursing
● Medical Office Assistant
● Computer Networking
● Junior Computer Programming
● Cyber-security
● Civil CAD Technician
● Automotive Mechanic
● Air Conditioning and Refrigeration/HVAC
● Bookkeeping/Pre-Accounting
● Security/Pre-Law Enforcement *

*In South Carolina, law enforcement officers must be at least 21 years of age. This apprenticeship equips students for
employment as private security officers, and prepares them to continue their education and training at the police
academy.

Students who participate in and complete the two-year program will receive:
● Two years of paid employment and mentoring from an industry professional
● A high school diploma (if not already granted)
● One year of college credit from TTC free of charge
● A completion certificate for coursework that may be applied to an associate degree
● National credentials from the U.S. Department of Labor
● Two years of work experience
● Marketable skills for life

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Youth Apprenticeship Participation Requirements
● To be eligible for a youth apprenticeship, a student must:
● Be a rising junior, senior or graduating senior
● Be at least 16 years of age
● Achieve qualifying ACCUPLACER Placement Test scores*
● Demonstrate academic readiness and responsibility
● Have reliable transportation to work and to school
● Be legally able to work in the U.S.

To start the application process, students must complete and submit all sections of the Youth Apprenticeship Application
Packet, including proof of qualifying placement test scores. To schedule an appointment at the TTC Testing Center, call
843.574.6410.

For more information or for the application package, please visit this website:
[Link]

Internship Opportunities
Cooperative Education experiences are designed for students who have completed at least two units of credit in a state
recognized Career and Technology Education (CTE) major and are enrolled in the subsequent course or have completed
three units in a state recognized CTE major with mastery of standards to be eligible for participation. Students may be
awarded credit for Work-Based Learning Experiences that meet acceptable criteria.

Course Title Course Number(s) Credit

Interns that Work 379966CH ½

Interns that Work 379967CW 1

Marketing Internship 509100CW 1

Hospitality and Tourism Internship 519000CW 1

Information Technology Internship 539000CW 1

Business Management and

549000CW 1
Administration Internship

Health Science Internship 559000CW 1

Sports Medicine Internship 559100CW 1

Pre-Engineering / Introduction to
609000CW 1
Engineering Design Internship

Education and Training Internship 639000CW 1

Manufacturing Internship 649000CW 1

Transportation, Distribution,
679000CW 1
and Logistics Internship

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 High School Career & Technology Education
The following courses are potential CTE offerings for Grade 9 - 12:

Cluster: Business, Management, and Administration

Course Title Course Number(s) Credit

Digital Publication Design 517600CW 1

Entrepreneurship 540000CW 1

Image Editing 534000CW 1

Business, Management, and

549000CW 1
Administration, Work-Based Credit

Digital Publication Design (WAHS)

This course brings together graphics and text to create professional level publications. Students create, format, illustrate,
design, edit/revise, and print publications. Improved productivity of digitally produced newsletters, flyers, brochures,
reports, advertising materials, and other publications is emphasized. Proofreading, document composition, and
communication competencies are also included. Students will be introduced to Adobe InDesign, Adobe Illustrator, Adobe
Photoshop, Microsoft Publisher, and Microsoft Word. Students who successfully complete this course will be prepared to
sit for the ACA-Print & Digital Media Publication with Adobe InDesign certification exam.

Entrepreneurship (WAHS)
Recommended for Grade 11 or 12; Prerequisite: Completion of 2 courses in Marketing, Business, or Finance
Entrepreneurship is designed to provide students with the knowledge and skills leading to the development of a business
plan for small business ownership. An important part of the course will be the incorporation of marketing, staffing and
financial considerations.

Image Editing (WAHS)

Prerequisite: Digital Multimedia.
This course is designed to provide the student with the knowledge and skills needed to utilize digital imaging software in
editing and designing images and graphics. Students also learn the use of technologies related to digital imaging such as
basic computer operations, file sharing across networks, digital scanning, digital photography, and preparing documents
for output to various types of media.

Business, Management, and Administration Work-Based Credit (WAHS)

Recommended for Grade 11 or 12 and at least 16 years of age
Cooperative Education experiences are designed for students who have completed at least two units of credit in a state
recognized Career and Technology Education (CTE) major and are enrolled in the subsequent course or have completed
three units in a state recognized CTE major with mastery of standards to be eligible for participation. Students may be
awarded credit for Work-Based Learning Experiences that meet acceptable criteria.

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 Cluster: Arts, Audio-Video Technology, and Communications

Course Title Course Number(s) Credit

Media Technology 1 612400CW 1

Media Technology 2 612500CW 1

Media Technology 3 612600CW 1

Media Technology 4 612700CW 1

Media Technology 1 (CAS)

In the Media Technology program, students will explore the general field of communications focused primarily on media
production industries. Students will get hands-on experience in basic production techniques for audio, video, and film.
They will work collaboratively while writing, producing, directing, and editing projects of increasing complexity, using
industry-standard software and equipment. Students will also learn about related fields such as graphic design, broadcast
journalism, animation, sound design and engineering, special effects, online media development, marketing, and
corporate communications. Program completers will compile their works for inclusion

Media Technology 2 (CAS)

Prerequisite: Media Technology 1
In the Media Technology program, students will explore the general field of communications focused primarily on media
production industries. Students will get hands-on experience in basic production techniques for audio, video, and film.
They will work collaboratively while writing, producing, directing, and editing projects of increasing complexity, using
industry-standard software and equipment. Students will also learn about related fields such as graphic design, broadcast
journalism, animation, sound design and engineering, special effects, online media development, marketing, and
corporate communications. Program completers will compile their works for inclusion

Media Technology 3 (CAS)

Prerequisite: Media Technology 1 and 2
In the Media Technology program, students will explore the general field of communications focused primarily on media
production industries. Students will get hands-on experience in basic production techniques for audio, video, and film.
They will work collaboratively while writing, producing, directing, and editing projects of increasing complexity, using
industry-standard software and equipment. Students will also learn about related fields such as graphic design, broadcast
journalism, animation, sound design and engineering, special effects, online media development, marketing, and
corporate communications. Program completers will compile their works for inclusion

Media Technology 4 (CAS)

Prerequisite: Media Technology 1, 2, and 3
In the Media Technology program, students will explore the general field of communications focused primarily on media
production industries. Students will get hands-on experience in basic production techniques for audio, video, and film.
They will work collaboratively while writing, producing, directing, and editing projects of increasing complexity, using
industry-standard software and equipment. Students will also learn about related fields such as graphic design, broadcast
journalism, animation, sound design and engineering, special effects, online media development, marketing, and
corporate communications. Program completers will compile their works for inclusion.

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 Cluster: Education and Training

Course Title Course Number(s) Credit

Child Development 1 580000CW 1

Child Development 2 580100CW 1

Early Childhood Education 1 570000CW 1

Dual Enrollment ECD 101 570800EW ?

Early Childhood Education 2 570100CW 1

Dual Enrollment Teacher Cadet-CTE 570500EW 1

Education and Training,

639000CW 1
Work-Based Credit

Child Development 1 (WAHS)

Recommended for Grade 10, 11, or 12
Child Development 1 focuses on the physical, social, emotional, and cognitive growth and development of children.
Emphasis is placed on helping students acquire knowledge and skills essential to the care and guidance of children.
Students learn to create environments that promote optimal development. Factors influencing a child’s development from
conception through childhood are explored. Students who successfully complete this course will be prepared to sit for the
American Red Cross Baby Sitter Safe Sitter certification exam.

Child Development 2 (WAHS)

Recommended for Grade 10, 11, or 12; Prerequisite: Child Development 1
Child Development 2 is a specialized course that provides students with knowledge and skills related to children’s growth
and development. Students are equipped to develop positive relationships with children and effective care giving skills.
Emphasis is on promoting the well-being and healthy development of children and strengthening families in a diverse
society.

Early Childhood Education 1 (WAHS)

Recommended for Grade 10, 11, 12; Prerequisites: Child Development 1 and 2
Early Childhood Education 1 is designed to provide students with hands-on opportunities to actively explore and observe
the world of children and prepare them for educational and administrative careers in the field. This course provides an
in-depth study of career paths, developmentally appropriate practices, curriculum development, safe and healthy learning
environments, and collaborative relationships.

Dual Enrollment ECD 101

ECD 101 is an overview of growth and development, developmentally appropriate curriculum, positive guidance
techniques, regulations, health, safety and nutrition standards. Course content highlights the importance of
professionalism, family cultural values and practical applications based on historical and theoretical models in early care
and education. Students who complete and pass this course are awarded the SC Early Childhood Credential and are
considered Career ready.

Early Childhood Education 2 (WAHS)

Prerequisite: Early Childhood Education 1
This course focuses on the competencies needed to plan, guide, and care for young children in a safe, healthy, and
developmentally appropriate environment. Students can acquire certification in pediatric safety, CPR, and first aid.

65
Students interact with professionals in the field and participate in various school-to work activities. Student laboratory /
field experiences may be school-based or in the community and include job shadowing and internships. Integration of the
student organization, Family, Career, and Community Leaders of America (FCCLA), greatly enhances this curriculum.

Dual Enrollment Teacher Cadet - CTE (WAHS)

Prerequisites: 3.0 GPA or higher, 3 teacher recommendations, essay, and application; Course Fee: $15.00.
This course focuses on encouraging academically talented, high-achieving high school students with exemplary
interpersonal and leadership skills to consider teaching as a career. The overall goal is to develop future community
leaders who will become civic advocates for public education. The program seeks to provide high school students with
insight into the nature of teaching, the problems of schooling, and the critical issues affecting the quality of education in
America’s schools.

Education and Training, Work-Based Credit (WAHS)

Recommended for Grade 11 or 12 and at least 16 years of age
Cooperative education experiences are designed for students who have completed at least 2 units of credit in a state
recognized Career and Technology Education (CTE) major and are enrolled in subsequent course or have completed 3 units
in a state recognized Career and Technology (CTE) major with mastery of standards to be eligible for participation.
Students may be awarded credit for Work-Based Learning experiences that meet acceptable criteria.

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 Cluster: Finance

Course Title Course Number(s) Credit

Accounting 1 500100CW 1

Accounting 2 500500CW 1

Accounting 1 (WAHS)
Recommended for Grade 10, 11, or 12; Prerequisite: 70% in Algebra 1 and/or instructor approval
Accounting 1 is designed to help the student develop the skills necessary for the highly technical interaction between
accounting and business, to develop an understanding of the steps of the accounting cycle as applied to several different
kinds of business operations, and to develop an understanding of accounting concepts, principles, and practices. Use of
the computer in simulated activities gives the student an opportunity to see the advantages of technology in accounting
procedures. Students will be introduced to QuickBooks. Students who successfully complete these courses will be
prepared to sit for the QuickBooks certification exam.

Accounting 2 (WAHS)
Recommended for Grade 11 or 12; Prerequisite: Accounting I with a grade of C or higher and/or instructor approval
Accounting 2 expands the student’s understanding of accounting subsystems and internal control procedures. The student
develops an understanding of various methods in using subsidiary ledgers, in preparing financial statements, and in
performing end-of-period procedures. The student will demonstrate the use of accounting principles through the use of
computer software and simulated activities. Students will be introduced to QuickBooks. Students who successfully
complete these courses will be prepared to sit for the QuickBooks certification exam.

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 Cluster: Health Science Technology

Course Title Course Number(s) Credit

Health Science 1 555000CW 1

Health Science 2 555100CW 1

Health Science 3 555200CW 1

Medical Terminology 554000CW 1

PLTW - Principles of
558000HW 1
Biomedical Sciences

PLTW - Human Body Systems 558100HW 1

Sports Medicine 1 555500CW 1

Sports Medicine 2 555600CW 1

Sports Medicine 3 555700CW 1

Health Science Clinical Study 556000HD 1

Sports Medicine, Work-Based Credit 559100CW 1

Health Science 1 (CAS)

Prerequisite: Biology (either as a prerequisite or concurrently), Medical Terminology (either as a prerequisite or concurrently)
Health Science 1 is a course offered to students interested in pursuing a career in the healthcare field. During this course
students are introduced to healthcare history, careers, law and ethics, cultural diversity, health care language and math,
infection control, professionalism, communication, basics of the organization of healthcare facilities, and types of
insurance. Students get a good grasp of where healthcare has been, where it’s going and how professionalism and
personal characteristics impact their success. Students will be introduced to “Standard Precautions” and learn about
confidentiality through HIPPA. As students are guided through health care career exploration, they will discuss education
levels, and requirements needed to be successful. Students will participate in a career project, and will hear from guest
speakers in the healthcare field. Students will learn first-aid procedures and learn fire safety. The skills and knowledge that
students learn in Health Science 1 serve to prepare them for future clinical experiences such as job shadowing or
internships as they advance in the Health Science courses. Students who successfully complete this course will be
prepared to sit for the First Aid/CPR certifications.

Health Science 2 (CAS)

Recommended for Grade 10, 11, or 12; Students are required to purchase a set of scrubs; Prerequisite: Health Science 1
Health Science 2 applies the knowledge and skills that were learned in Health Science 1 while further challenging the
students to learn more about the healthcare field. Health Science 2, will continue teaching in more detail, the units of
study that include advanced study of infection control. They will learn about “Transmission Based Precautions” and
become more familiar with OSHA, HIPPA, and the CDC. Students in Health Science 2 will learn how to take vital signs,
record them and learn what the data means. Students will learn about the stages of life and Maslow’s Hierarchy of needs.
Students will learn how law and ethics are applied in the healthcare setting. This course will introduce students to basic
patient care skills. Medical terminology, medical math and pharmacology are incorporated throughout the lessons being
taught. Students will be certified in First Aid and CPR in this course. Career pathways and scenarios are introduced through
each section. Students in this course should further their knowledge of healthcare careers and future goals by
participating in a job shadowing experience.

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Health Science 3 (CAS)
Recommended for Grade 11 or 12; Students are required to purchase a set of scrubs; Prerequisite: Health Science 1&2
Human Structure, Function and Disease - acquaints students with basic anatomy and physiology of the human body.
Students learn how the human body is structured and the function of each of the 12 body systems. Students will study the
relationship that body systems have with disease from the healthcare point of view. This is a very hands on course and
students will learn through projects and activities in the classroom. Skill procedures and foundation standards are
reviewed and integrated throughout the program. Job shadowing is encouraged. This course does not count as a lab
science.

Medical Terminology (CAS and WAHS)

Medical terminology is designed to develop a working knowledge of the language of health professions. Students acquire
word-building skills by learning prefixes, suffixes, roots, combining forms, and abbreviations. Utilizing a body systems
approach, students will define, interpret, and pronounce medical terms relating to structure and function, pathology,
diagnosis, clinical procedures, and pharmacology.

PLTW Principles of Biomedical Sciences (CAS)

Student work involves the study of human medicine, research processes and an introduction to bioinformatics. Students
investigate the human body systems and various health conditions including heart disease, diabetes, sickle-cell disease,
hypercholesterolemia, and infectious diseases. A theme through the course is to determine the factors that led to the
death of a fictional person. After determining the factors responsible for the death, the students investigate lifestyle
choices and medical treatments that might have prolonged the person’s life. Key biological concepts including:
homeostasis, metabolism, inheritance of traits, feedback systems, and defense against disease are embedded in the
curriculum. Engineering principles including: the design process, feedback loops, fluid dynamics, and the relationship of
structure to function are incorporated in the curriculum where appropriate. The course is designed to provide an overview
of all the courses in the Biomedical Sciences program and to lay the scientific foundation necessary for student success in
the subsequent course. Students will be introduced to Inspiration, Vernier LoggerPro, and Audacity.

PLTW Human Body Systems (CAS)

Recommended for Grade 10, 11, or 12; Prerequisite: Principles of Biomedical Sciences
Students engage in the study of the processes, structures, and interactions of the human body systems. Important
concepts in the course include: communication, transport of substances, locomotion, metabolic processes, defense, and
protection. The central theme is how the body systems work together to maintain homeostasis and good health. The
systems are studied as “parts of a whole”, working together to keep the amazing human machine functioning at an
optimal level. Students design experiments, investigate the structures and functions of body systems, and use data
acquisition software to monitor body functions such as muscle movement, reflex and voluntary actions, and respiratory
operation. Students work through interesting real-world cases and often play the role of biomedical professionals to solve
medical mysteries. Students will be introduced to Inspiration, Vernier LoggerPro, and Audacity.

Sports Medicine 1 (CAS)

Medical Terminology (either as a prerequisite or concurrently), CPR certification, First Aid Certification
Sports Medicine 1 emphasizes the prevention of athletic injuries, including the components of exercise science, anatomy,
principles of safety, first aid, cardiopulmonary resuscitation (CPR), and vital signs. Subject matter also includes legal issues,
members of the sports medicine team, nutrition, protective sports equipment, environmental safety issues, taping and
wrapping, mechanisms of injury, and application of other sports medicine concepts. Students who successfully complete
this course will be prepared to sit for the First Aid/CPR/AED certification exams.

Sports Medicine 2 (CAS)

Recommended for Grade 10, 11 or 12; Prerequisite: 75% in Sports Medicine 1
Sports Medicine 2 emphasizes the assessment and rehabilitation of athletic injuries. Subject matter will include discussion
of specific conditions and injuries that may be experienced by individuals participating in athletic activities. In addition, the
use of appropriate therapeutic modalities and exercise in the care and rehabilitation of injuries will be examined.
Advanced concepts related to the administrative aspects of the sports medicine program will also be covered.

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Sports Medicine 3 (CAS)
Recommended for Grade 11 or 12; Prerequisite: Sports Medicine 2
Sports Medicine 3 emphasizes the student’s ability to apply concepts from previous Sports Medicine course work to
real-world situations and scenarios. A priority will be placed on understanding the current research and evidence-based
practices affecting the practice of Sports Medicine professionals. Students will develop policies, procedures, and
guidelines based on these aspects, as well as explore detailed treatment and rehabilitation procedures for common
athletic injuries. Students are expected to participate in clinical situations either at school with their athletic department
or in an outside clinical setting for real world experience.

Health Science Clinical Study (CAS)

Recommended for Grade 11 or 12 and at least 16 years of age
Cooperative Education experiences are designed for students who have completed at least two units of credit in a state
recognized Career and Technology Education (CTE) major and are enrolled in the subsequent course or have completed
three units in a state recognized CTE major with mastery of standards to be eligible for participation. Students may be
awarded credit for Work-Based Learning Experiences that meet acceptable criteria.

Sports Medicine, Work-Based Credit (CAS)

Recommended for Grade 11 or 12 and at least 16 years of age
Cooperative Education experiences are designed for students who have completed at least two units of credit in a state
recognized Career and Technology Education (CTE) major and are enrolled in the subsequent course or have completed
three units in a state recognized CTE major with mastery of standards to be eligible for participation. Students may be
awarded credit for Work-Based Learning Experiences that meet acceptable criteria.

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 Cluster: Hospitality and Tourism

Course Title Course Number(s) Credit

Culinary Management 1 572000CW 1

Culinary Management 2 572100CD 2

Hospitality and Tourism, Work-Based Credit 519000CW 1

Culinary Management 1 (WAHS)

Requirements: Application with teacher recommendation; Lab Fee: $25; Students must purchase required clothing/uniform
Culinary Arts prepares students for gainful employment and/or entry into postsecondary education in the food production
and service industry. Content provides students the opportunity to acquire marketable skills by examining both the
industry and its career opportunities. Laboratory experiences simulate commercial food production and service
operations.

Culinary Management 2 (WAHS)

Recommended for Grade 10, 11 or 12; Prerequisite: Culinary Management 1, Application required with teacher recommendation;
Lab Fee: $25; Students must purchase required clothing/uniform
Culinary Arts 2 is an advanced level course that prepares the serious culinary student for gainful employment and/or entry
into postsecondary education. Content provides students the opportunity to acquire marketable skills by examining both
the industry and its career options. Students have opportunities to develop skills in workplace settings.

Hospitality and Tourism, Work-Based Credit (WAHS)

Recommended for Grade 11 or 12 and at least 16 years of age
Cooperative Education experiences are designed for students who have completed at least two units of credit in a state
recognized Career and Technology Education (CTE) major and are enrolled in the subsequent course or have completed
three units in a state recognized CTE major with mastery of standards to be eligible for participation. Students may be
awarded credit for work-based learning experiences that meet acceptable criteria.

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 Cluster: Human Services / Family and Consumer Sciences

Course
Course Title Credit
Number(s)
Nail Technology 1 615400CW 1

Nail Technology 2 615500CW 1

Nail Technology 3 615600CW 1

Human Services, Work-Based Credit 579000CW 1

Nail Technology 1 (WAHS)

Recommended for Grade 10, 11, or 12; Requirement: $160 Nail Technology Kit and Lab Coat
Nail Technology is a program that prepares individuals to shape fingernails and toenails, remove unwanted skin and
blemishes, apply polish and cosmetics to nails, and function as licensed manicurists or nail technicians/specialists.
Instruction includes manicuring theory; skin anatomy; nail growth, irregularities, and diseases; sterilization and sanitation;
equipment and table maintenance; cuticle, blemish, and rough skin removal; nail filing, shaping, and polishing; cream
application and extremity massage; nail sculpture and design art; product storage and use; customer services; laws and
regulations; and business practices.

Nail Technology 2 (WAHS)

Recommended for Grade 10,11, 12; Prerequisite: Nail Technology 1; Requirement: $50.00 kit supplies
This course is a continuation of Nail Technology 1.

Nail Technology 3 (WAHS)

Recommended for Grade 10,11 12; Prerequisite: Nail Technology 2; Requirement: $50 fees and supplies; Additional fees may apply
This course is a continuation of Nail Technology 2.

Human Services, Work Based Credit (WAHS)

Recommended for Grade 11 or 12 and at least 16 years of age
Cooperative Education experiences are designed for students who have completed at least two units of credit in a state
recognized Career and Technology Education (CTE) major and are enrolled in the subsequent course or have completed
three units in a state recognized CTE major with mastery of standards to be eligible for participation. Students may be
awarded credit for work-based learning experiences that meet acceptable criteria.

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 Cluster: Information Technology

Course Title Course Number(s) Credit

Computer Programming 1 JAVA 505000CW 1

Computer Programming 2 JAVA 505100CW 1

Computer Repair and Service 532000CW 1

Advanced Computer Repair and Service 532100CW 1

Cyber Security Fundamentals 537000CW 1

Advanced Cyber Security 537200CW 1

Fundamentals of
503100CW 1
Web Page Design and Development

Media Technology 1 612400CW 1

Media Technology 2 612500CW 1

Media Technology 3 612600CW 1

Media Technology 4 612700CW 1

Computer Programming 1 JAVA (WAHS)

Computer Programming with Java 1 emphasizes the fundamentals of computer programming. Topics include computer
software, program design and development, and practical experience in programming, using modern, object-oriented
languages.

Computer Programming 2 JAVA (WAHS)

Recommended for Grade 9, 10, 11, or 12; Prerequisite: Computer Programming 1 JAVA
Computer Programming with Java 2 emphasizes the fundamentals of computer programming. Topics include computer
software, program design and development, and practical experience in programming, using modern, object-oriented
languages.

Computer Repair and Service (CAS)

The Computer Repair and Service course prepares students to perform tasks related to computer repair. Students receive
instruction in the installation, operation, maintenance, and repair of computer-based technology. Instruction may also
include mobile devices, peripheral devices, networking, and laptops. Laboratory activities provide instruction in
installation, configuration, troubleshooting, component replacement, operating systems, and upgrades in accordance with
industry certification standards. Students will be introduced to TestOut software. Students who successfully complete the
level 1 and level 2 courses will be prepared to sit for the TestOut PC Pro A+, TestOut Windows Client Pro, and/or Comp TIA
A+ certification exams.

Advanced Computer Repair and Service (CAS)

Recommended for Grade 10, 11, or 12; Prerequisite: Computer Repair and Service and/or passing score on applicable industry
certification such as CompTIA A+ 220-801
The Advanced Computer Repair and Service course is a continuation of the Computer Repair and Service course. It
prepares students to perform advanced, detailed tasks related to computer repair. Students receive instruction in
operating systems, security, mobile devices, and troubleshooting. Laboratory activities provide instruction in installation,

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configuration, operation, maintenance, security, troubleshooting, and repair of industry-standard operating systems in
accordance with industry certification standards. Students will be introduced to TestOut software. Students who
successfully complete the level 1 and level 2 courses will be prepared to sit for the TestOut PC Pro A+, TestOut Windows
Client Pro, and/or Comp TIA A+ certification exams.

Cyber Security Fundamentals (CAS)

Cyber Security Fundamentals introduces the core concepts and terminology of cyber security and information assurance.
The course examines how the concept of security integrates into the importance of user involvement, security training,
ethics, trust, and best practices management. The fundamental skills cover network security, testing, and validation;
compliance and operational security; threats and vulnerabilities; application, data, and host security; access control and
identity management; cryptography; and a broad range of other topics. Students will be introduced to TestOut software.
Students who successfully complete this course will be prepared to sit for the Microsoft MTA Security and the Certified
Information Security Professional Associate (CCISP) certification exams.

Advanced Cyber Security (CAS)

Recommended for Grade 10, 11, 12; Prerequisite: Cyber Security Fundamentals
Advanced Cyber Security introduces advanced concepts and terminology of cyber security and information assurance. The
course examines how security integrates into user involvement and the importance of having security training, ethics,
trust, and best practices management. The advanced skills cover network security, testing, and validation; compliance and
operational security; threats and vulnerabilities; application, data, and host security; access control and identity
management; cryptography; and a broad range of other topics. This is the second of two sequential courses that prepare
the student to take the CompTIA Security+ certification exam.

Fundamentals of Web Page Design and Development (WAHS)

Web Page Design and Development is designed to provide the student with the knowledge and skills needed to design
web pages. Students will develop skills in designing, implementing, and maintaining a website using authoring tools.
Students will be introduced to Adobe Dreamweaver. Students who successfully complete this course will be prepared to
sit for the ACA-Web Communication with Adobe Dreamweaver certification exam.

Media Technology 1 - 4 (CAS)

Media Technology students will explore the general field of communications focused primarily on media production
industries. Students will get hands-on experience in basic production techniques for audio, video, and film. They will work
collaboratively while writing, producing, directing, and editing projects of increasing complexity, using industry-standard
software and equipment. Students will also learn about related fields such as graphic design, broadcast journalism,
animation, sound design and engineering, special effects, online media development, marketing, and corporate
communications. Program completers will compile their works for inclusion in a portfolio, for use in this program of study,
the workforce, or postsecondary education.

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 Cluster: Manufacturing

Course
Course Title Credit
Number(s)
Mechatronics EC and IS (Mechatronics 1)
621000CW 1
Electrical Components / Industrial Safety: Robotics

Mechatronics Components (Mechatronics 2)

621100CW 1
Components Electric Drives / Hand & Power Tool Op: Robotics

Electro Pneumatics and Hydraulics (Mechatronics 3)

621200CW 1
Robotics

Mechatronics SF and PC (Mechatronics 4)

621300CW 1
Digital Fundamentals and Programmable Controllers: Robotics

Mechatronics EC and IS (Mechatronics 1) Electrical Components / Industrial Safety: Robotics (CAS)

Recommended for Grade 11, 12; Prerequisite: Algebra 1 (either as a prerequisite or concurrently)
Mechatronics 1 is focused on Industrial Technology. Mechatronics is a new interdisciplinary field involving mechanical,
instrumentation, electronics, robotics/automation, computer components, and control systems. The program prepares
students who like to work with their hands as well as their minds. Mechatronics is a dynamic field that changes daily with
the rapid improvements in technology and computer systems. Systems are networked to meet the demands of automated
manufacturing processes, and technicians are trained to meet necessary entry-level industrial skills and entry into a
postsecondary program at a technical college. Dual credit may be available through some SC technical colleges. Students
who successfully complete these courses plus additional requirements will be prepared to sit for the Siemens Online quick
STEP Training - Industry Services and OSHA certification exams. Students will be introduced to FluidSim, RobotC, Autodesk
Inventor, and Camtasia.

Mechatronics Components (Mechatronics 2) Components Electric Drives / Hand & Power Tool Op:
Robotics (CAS)
Recommended for Grade 11,12; Prerequisite: Mechatronics EC and IS (Mechatronics 1)
Mechatronics 2 is focused on Hand and Power Tool Operations. Mechatronics is a new interdisciplinary field involving
mechanical, instrumentation, electronics, robotics/automation, computer components, and control systems. The program
prepares students who like to work with their hands as well as their minds. Mechatronics is a dynamic field that changes
daily with the rapid improvements in technology and computer systems. Systems are networked to meet the demands of
automated manufacturing processes, and technicians are trained to meet necessary entry-level industrial skills and entry
into a postsecondary program at a technical college. Dual credit may be available through some SC technical colleges.
Students will be introduced to FluidSim, RobotC, Autodesk Inventor, and Camtasia.

Electro Pneumatics and Hydraulics (Mechatronics 3) Robotics (CAS)

Recommended for Grade 11, 12; Prerequisite: Mechatronics Components (Mechatronics 2)
Mechatronics 3 is focused on Hydraulics & Pneumatics. Mechatronics is a new interdisciplinary field involving mechanical,
instrumentation, electronics, robotics/automation, computer components, and control systems. The program prepares
students who like to work with their hands as well as their minds. Mechatronics is a dynamic field that changes daily with
the rapid improvements in technology and computer systems. Systems are networked to meet the demands of automated
manufacturing processes, and technicians are trained to meet necessary entry-level industrial skills and entry into a
postsecondary program at a technical college. Dual credit may be available through some SC technical colleges. Students
will be introduced to FluidSim, RobotC, Autodesk Inventor, and Camtasia.

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Mechatronics SF and PC (Mechatronics 4) Digital Fundamentals and Programmable Controllers:
Robotics (CAS)
Recommended for Grade 11, 12; Prerequisite: Electro Pneumatics and Hydraulics (Mechatronics 3)
Mechatronics 4 is focused on AC-DC Circuits. Mechatronics is a new interdisciplinary field involving mechanical,
instrumentation, electronics, robotics/automation, computer components, and control systems. The program prepares
students who like to work with their hands as well as their minds. Mechatronics is a dynamic field that changes daily with
the rapid improvements in technology and computer systems. Systems are networked to meet the demands of automated
manufacturing processes, and technicians are trained to meet necessary entry-level industrial skills and entry into a
postsecondary program at a technical college. Dual credit may be available through some SC technical colleges. Students
will be introduced to FluidSim, RobotC, Autodesk Inventor, and Camtasia. Sections 1, 2, 3, and 4 are the minimum
standards for articulation of Mechatronics to (some) technical colleges in South Carolina.

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 Cluster: Manufacturing

Course Title Course Number(s) Credit

Welding Technology 1 634000CD 2

Welding Technology 2 634100CD 2

Welding Technology 3 634200CD 2

Welding Technology 4 634300CD 2

Welding Technology 1 (CAS)

Recommended for Grade 11, 12; Prerequisite: Electro Pneumatics and Hydraulics (Mechatronics 3)
Welding is designed to provide students with the skills and knowledge to effectively perform cutting and welding
applications used in the construction industry or in advanced manufacturing. Students will develop proficiency in
fundamental safety practices in welding, interpreting drawings, creating computer aided drawings, identifying and using
joint designs, efficiently laying out parts for fabrication. This program will provide the students with skills in basic Shielded
metal arc welding (SMAW), gas metal arc welding (GMAW), Flux core arc welding (FCAW), Gas tungsten arc welding
(GTAW), as well as quality control methods. Provided a student takes Introduction to Construction and scores 70% on all
assessments (00101-8-15), he or she does not have to repeat these modules in HVAC, Building Construction,
Cabinetmaking, Carpentry, Electricity, Masonry, Mechatronics, Plumbing, and welding.

Welding Technology 2 (CAS)

Prerequisite: Welding Technology 1
Welding is designed to provide students with the skills and knowledge to effectively perform cutting and welding
applications used in the construction industry or in advanced manufacturing. Students will develop proficiency in
fundamental safety practices in welding, interpreting drawings, creating computer aided drawings, identifying and using
joint designs, efficiently laying out parts for fabrication. This program will provide the students with skills in basic Shielded
metal arc welding (SMAW), gas metal arc welding (GMAW), Flux core arc welding (FCAW), Gas tungsten arc welding
(GTAW), as well as quality control methods. Provided a student takes Introduction to Construction and scores 70% on all
assessments (00101-8-15), he or she does not have to repeat these modules in HVAC, Building Construction,
Cabinetmaking, Carpentry, Electricity, Masonry, Mechatronics, Plumbing, and welding.

Welding Technology 3 (CAS)

Prerequisite: Welding Technology 1 and 2
Welding is designed to provide students with the skills and knowledge to effectively perform cutting and welding
applications used in the construction industry or in advanced manufacturing. Students will develop proficiency in
fundamental safety practices in welding, interpreting drawings, creating computer aided drawings, identifying and using
joint designs, efficiently laying out parts for fabrication. This program will provide the students with skills in basic Shielded
metal arc welding (SMAW), gas metal arc welding (GMAW), Flux core arc welding (FCAW), Gas tungsten arc welding
(GTAW), as well as quality control methods. Provided a student takes Introduction to Construction and scores 70% on all
assessments (00101-8-15), he or she does not have to repeat these modules in HVAC, Building Construction,
Cabinetmaking, Carpentry, Electricity, Masonry, Mechatronics, Plumbing, and welding.

Welding Technology 4 (CAS)

Prerequisite: Welding Technology 1, 2, and 3
Welding is designed to provide students with the skills and knowledge to effectively perform cutting and welding
applications used in the construction industry or in advanced manufacturing. Students will develop proficiency in
fundamental safety practices in welding, interpreting drawings, creating computer aided drawings, identifying and using
joint designs, efficiently laying out parts for fabrication. This program will provide the students with skills in basic Shielded
metal arc welding (SMAW), gas metal arc welding (GMAW), Flux core arc welding (FCAW), Gas tungsten arc welding
(GTAW), as well as quality control methods. Provided a student takes Introduction to Construction and scores 70% on all

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assessments (00101-8-15), he or she does not have to repeat these modules in HVAC, Building Construction,
Cabinetmaking, Carpentry, Electricity, Masonry, Mechatronics, Plumbing, and welding.

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 Cluster: Marketing, Sales and Services

Course Title Course Number(s) Credit

Marketing 542100CW 1

Merchandising (School Store - CAT Shack) 543000CW 1

Marketing, Work-Based Credit 509100CW 1

Professional and Leadership Development 517800CW 1

Marketing (WAHS)
Marketing introduces marketing concepts; examines the economic, marketing and business, and human resource
fundamentals; and provides an overview of the marketing functions of selling, promotion, distribution, risk management,
pricing, purchasing, marketing information management, product/service planning, and financing.

Merchandising (School Store - CAT Shack) - WAHS

Recommended for Grade 10, 11, or 12; Prerequisite: Marketing
This course prepares individuals to understand the process of merchandising as it relates to the resale of products and
product lines for stores, chains, and other retail enterprises. Concepts included in the course are merchandising, branding,
purchasing, buying, and display.

Marketing Work-Based Credit (WAHS)

Recommended for Grade 11 or 12 and at least 16 years of age
Cooperative Education experiences are designed for students who have completed at least two units of credit in a state
recognized Career and Technology Education (CTE) major and are enrolled in the subsequent course or have completed
three units in a state recognized CTE major with mastery of standards to be eligible for participation. Students may be
awarded credit for work-based learning experiences that meet acceptable criteria.

Professional and Leadership Development (WAHS)

Recommended for Grade 10, 11, 12; Requirement: Enrollment in DECA and instructor approval
The purpose of this course is to help students develop leadership skills necessary for success in business careers through
effective communications, problem-solving techniques, and managing resources and meetings. The students will develop
an understanding of the need for community service as part of their overall civic and professional responsibilities.

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 Cluster: Science, Technology, Engineering, and Mathematics

Course Title Course Number(s) Credit

PLTW Introduction to Engineering Design 605100HW 1

PLTW Principles of Engineering 605000HW 1

PLTW Aerospace Engineering 605600HW 1

PLTW Civil Engineering & Architecture 605800HW 1

PLTW Computer Science Essentials 637200CW 1

PLTW Introduction to Engineering Design (CAS and WAHS)

Prerequisite: Algebra 1
Introduction to Engineering Design is an introductory course that develops student problem solving skills with emphasis
placed on the development of three-dimensional computer models. Students will learn a problem-solving design process
and how it is used in industry to manufacture a product. A Computer-Aided Design System (CAD) will also be used to
analyze and evaluate the product design. The techniques learned and equipment used is state of the art and are currently
being used by engineers throughout the industry. Students dig deep into the engineering design process, applying math,
science, and engineering standards to hands-on projects. They work both individually and in teams to design solutions to
a variety of problems using 3-D modeling software and use an engineering notebook to document their work. Students
will be introduced to Autodesk Inventor and Convert.

PLTW Principles of Engineering (CAS)

Prerequisite: Introduction to Engineering Design
Principles of Engineering is a course that helps students understand the field of engineering/ engineering technology.
Exploring various technology systems and manufacturing processes help students learn how engineers and technicians use
math, science, and technology in an engineering problem solving process to benefit people. The course also includes
concerns about social and political consequences of technological change. Through problems that engage and challenge,
students explore a broad range of engineering topics, including mechanisms, the strength of structures and materials, and
automation. Students develop skills in problem solving, research, and design while learning strategies for design process
documentation, collaboration, and presentation. Students will be introduced to a variety of software that may include
Autodesk Inventor, RobotC, MDsolids, and/or Vernier LoggerPro.

PLTW Aerospace Engineering (CAS)

Recommended for Grade 11 or 12; Prerequisite: Principles of Engineering
In Aerospace Technology, students learn about aerodynamics, astronautics, space-life sciences, and systems engineering
(which includes the study of intelligent vehicles like the Mars rovers Spirit and Opportunity) through hands-on engineering
projects developed with NASA. This course propels students' learning in the fundamentals of atmospheric and space flight
as they explore the physics of flight, students bring the concepts to life by designing an airfoil, propulsion system, and
rockets. They learn basic orbital mechanics using industry-standard software. They also explore robot systems through
projects such as remotely operated vehicles. Students will be introduced to a variety of software that may include
Autodesk Inventor, Aery, RobotC, and/or FoilSim.

PLTW Civil Engineering & Architecture (CAS)

Recommended for Grade 10, 11, or 12; Prerequisite: Principles of Engineering
The Civil Engineering and Architecture course provides an overview of the fields of Civil Engineering and Architecture,
while emphasizing the interrelationship and dependence of both fields on each other. Students use state of the art
software to solve real world problems and communicate solutions to hands-on projects and activities. This course covers
topics such as: the roles of civil engineers and architects, project planning, site planning, building design, and project

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documentation and presentation. Students learn important aspects of building and site design and development. They
apply math, science, and standard engineering practices to design both residential and commercial projects and document
their work using 3D architecture design software. Students will be introduced to Autodesk Revit, MDsolids, and Convert.

PLTW Computer Science Essentials (CAS)

ICS is designed to be the first computer science course for students who have never written code. Students create apps for
mobile devices, explore the impact of computing in society, and learn how computing applies in various career fields.
Students will be introduced to a variety of software that may include Flash, App Inventor, and/or Gimp. In CSA, students
collaborate to integrate technologies across multiple platforms, mobile devices, and networks. Students will be
introduced to Java and other industry-standard tools.

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 Cluster: Transportation, Distribution and Logistics

Course Title Course Number(s) Credit

Automotive Technology 1 603000CD 2

Automotive Technology 2 603100CD 2

Automotive Technology 3 603200CD 2

Automotive Technology 4 603300CD 2

Automotive Technology 1 (CAS)

This course offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic
standards and relevant technical knowledge and skills needed to prepare for further education and careers in the
Transportation, Distribution, and Logistics career cluster. The Automotive Technology program provides technical skill
proficiency and includes competency-based applied learning that contributes to the academic knowledge, higher-order
reasoning and problem-solving skills, work attitudes, general employability skills, technical skills and occupation-specific
skills, and knowledge of all aspects of the Transportation, Distribution, and Logistics career cluster.

Automotive Technology 2 (CAS)

Prerequisite Automotive Technology 1
This course offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic
standards and relevant technical knowledge and skills needed to prepare for further education and careers in the
Transportation, Distribution, and Logistics career cluster. The Automotive Technology program provides technical skill
proficiency and includes competency-based applied learning that contributes to the academic knowledge, higher-order
reasoning and problem-solving skills, work attitudes, general employability skills, technical skills and occupation-specific
skills, and knowledge of all aspects of the Transportation, Distribution, and Logistics career cluster.

Automotive Technology 3 (CAS)

Prerequisite Automotive Technology 1 and Automotive Technology 2
This course offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic
standards and relevant technical knowledge and skills needed to prepare for further education and careers in the
Transportation, Distribution, and Logistics career cluster. The Automotive Technology program provides technical skill
proficiency and includes competency-based applied learning that contributes to the academic knowledge, higher-order
reasoning and problem-solving skills, work attitudes, general employability skills, technical skills and occupation-specific
skills, and knowledge of all aspects of the Transportation, Distribution, and Logistics career cluster.

Automotive Technology 4 (CAS)

Prerequisite Automotive Technology 1, 2, and 3
This course offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic
standards and relevant technical knowledge and skills needed to prepare for further education and careers in the
Transportation, Distribution, and Logistics career cluster. The Automotive Technology program provides technical skill
proficiency and includes competency-based applied learning that contributes to the academic knowledge, higher-order
reasoning and problem-solving skills, work attitudes, general employability skills, technical skills and occupation-specific
skills, and knowledge of all aspects of the Transportation, Distribution, and Logistics career cluster.

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